Advisee e-Folio:
Measurable effects on
 persistence,
retention, and
graduation rates
First-Generation College Student:
Facilitating Change in Advising
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1
C. Annette Wilson
Theresa Gerson
NATIONAL ACADEMIC ADVISING
ASSOCIATION (NACADA)
http://www.nacada.ksu.edu/AboutNACADA/index.htm
October 2-5, 2011
Denver, Colorado
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2
C. Annette Wilson, Ed.D.
Assistant Professor
Childhood and
Exceptional Student
Education
Ed.D., East Tennessee
State University,
M.A., Appalachian State
University,
B. S., Appalachian State
University.
Wilson, C. A. (August 31, 2011). [Review of the book African American families, by A. J. Hattery & E. Smith.]
Journal of Global Citizenship and Equity Education (JGCEE), 1(1), 183-185. (Retrieved from
http://journals.sfu.ca/jgcee/index.php/jgcee)
Wilson, C. A. & Morrison, M. (2011, March 6-9). (Poster Board Presentation) “The Success of First Generation
College of Education Majors with English as a Second Language”, 22nd Annual National Youth-At-Risk Conference,
Savannah, GA.
Wilson, C. A. (2010). “An Explanatory Portrayal of the Work Life of Tenure-Track-African-American Female Faculty
Members in Predominantly White Institutions of Higher Education”, The American Association of University Professors
(AAUP) Annual Conference on the State of Higher Education, Washington, D.C.
Wilson, C.A. (2010). “Interacting with first generation college students: Habits for success, effective teaching, and
reflection”, 32nd annual International Conference on Teaching and Leadership Excellence, The University of Texas at
Austin, Department of Educational Administration College of Education’s National Institute for Staff and Organizational
Development.
Wilson, C. A. (2009) Reviewer in the Office of Head Start’s discretionary grants review process in Washington, DC
as part of the American Recovery and Reinvestment Act of 2009. She reviewed grants worth nearly $1.2 billion to
support Early Head Start. Wilson also served as a peer reviewer for proposals for the National Youth at Risk
conference to be held in Savannah in February.
Wilson, C. A. (2009). Teaching First-Generation College Students. The National Institute for Staff and Organizational
Development (NISOD) Community College Leadership Program Department of Educational Administration.
Innovation Abstracts, 31(22).
Wilson, C. A. (2009). Book Proposal Reviewer. (2009) Middle Grades Teaching: Foundations, Curriculum and
Instruction. Pearson, Allyn & Bacon.
Wilson, C.A. (Ed.). (2008). Methods for Effective and Successful Teaching: Promoting K-12 Student Learning and
Understanding in the Classroom Environment EDUC 3200/6200. New York: Pearson Custom Publishing.
http://www.pearsoncustom.com/ga/aasu_education/
Wilson, C. A. (Ed.) (2008). Armstrong Atlantic State University Portal. New York: Pearson Custom
Publishing. (Contributor).
Wilson, C. A. (2009). “Coming to Light: Bringing Communities Together in a School Environment by Way of School
Practice, Culturally Competent, Georgia Association of Teacher Educators, Jekyll Island, GA.
Wilson, C. A. (2008). “A College of Education’s E-Folio: Performance Outcome Assessment Evidence and
Disposition Housed in LiveText”, HBCU Faculty Development Network, Gallaudet University District of Columbia, and
Howard University, Washington, D. C.
Wilson, A. (2007). “Experiences, Characteristics, Work Life and Activities of African-American Female Faculty
Members Working Within Predominantly White, Public, Institutions of Higher Education: A literature review” 14th
Georgia Conference on College & University Teaching Center for Excellence in Teaching & Learning, Kennesaw
State University, Kennesaw, GA.
Wilson, A. (2006). “Classroom Observations and Student Teacher Candidates: Evidence and Artifacts”, Savannah
High School; Sponsored by Savannah-Chatham county Public Schools and Armstrong Atlantic State University 9th
Annual Middle Grades Collaborative Regional Conference, Savannah, GA.
Wilson, A. (2006). Presenter - Final Poster Board Power Point Report. Academy for Learning through Performance
Standards and Assessment “. Facilitated by Jan Kettlewell, Associate Vice Chancellor, Georgia P-16 Initiatives.
PRISIM-Board of Regents; Higher Education Administrators, Faculty and Public School. Marietta Conference Center,
Marietta, GA.
Wilson, A. (1997). “Insights into the African American Experience in Higher Education: Leadership, Persistence,
Attainment." National Association of Multicultural Education, Albuquerque, NM.
aw/tg9/9/11
3
Presenter, “Reason and Excellence: Developing the Gifted Global
Villager,” The 13th World
Council for Gifted and Talented Children Conference (1999),
Istanbul, Turkey.
Presenter, “Character Development and Student-Produced Media;
The Canadian Catholic
Youth Magazine Project, On-Line,” The 14th World Council for
Gifted and Talented Children
Conference (2001) Barcelona, Spain.
https://world-gifted.org
Theresa Gerson
Acdemic & Certification
Advisor,
M.L.S., University of
Toronto,
M.A., University of St.
Michael's College in the
University of Toronto,
M.A., Duquesne
University,
B.A., Carlow University,
B.S.Ed., Ontario Institute
of Studies for Education
in the University of
Toronto.
Region 4 Conference: Spring Forward: Advising in the Age of
Technology and the 4th International Conference on Personal
Tutoring and Academic Advising. (Research Symposium, preconference Workshops, and regular conference Sessions) (2010)
Atlanta, GA
http://www.nacada.ksu.edu
Publications:
Gerson, Theresa K. and Terri Slack. Canada, Continuity and
Change: Catholic Principles Guide.
Markham, ON: Fitzhenry & Whiteside, 2001. ISBN 1-55041-2108
Krystyniak Gerson, Theresa. Maude D. Petre and Catholic
Modernism in England.
Toronto: University of St. Michael’s College, 1975 / Ottawa:
National Library, 1975.
ISBN 0-315-84874-X
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Abstract
The advisee electronic portfolio (e-Folio) serves as a key artifact (evidence) in
the cycle of authentic assessment of college student learning outcomes
(persistence), mid-points (retention), and capstone experience (graduation).
Advisee e-Folios can be used for student development and success as well as
for accreditation and funding purposes.
The level to which students are engaged in their own learning and personal
success can be documented, reviewed, and reflected upon by using multiple
methods of assessment. Just as advisors (faculty and professional staff) build
e-Folios for professional development, the student is mentored by the
assigned advisor in creating and building his/her e-Folio. The e-Folio can
serve as a post-graduation learning outcome whereby the graduate can
continue to build an e-Folio that reflects him/her as a whole person.
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Proposal

A student's electronic portfolio (e-Folio) will demonstrate how his/her
identity has developed by providing evidence (artifacts) for knowledge,
skills, and achievements. The learning outcomes for the e-Folio are
aligned with those of the degree program and the advising program
syllabus.

e-Folio serves as a key artifact (evidence) in the cycle of authentic
assessment of college student learning outcomes (persistence), midpoints (retention), and capstone experience (graduation).

Contribution to the advancement of the field of advising: Advisors
(faculty and professional staff) build e-Folios for professional
development; students are mentored by the advisor in creating and
building advisee e-Folios.
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

e-Folios are an appropriate and effective use of technology in
providing evidence of student development and success. A wide
array of technological tools such as videos, PowerPoint
presentations, AV interviews, Comic Life, and so on can be used
to capture specific moments in time and show development
over several years.
Students can incorporate artifacts from service learning, course
work, extracurricular activities, and reflections on how they
sharpen study skills, interpersonal relationships, self-identity,
and moral character. The e-Folio can serve as a post-graduation
learning outcome whereby the graduate can build an e-Folio
that reflects him/her as a whole person.
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

e-Folios can be used for continuing education
degrees or certificate programs; associate,
undergraduate and graduate degrees; and, as the
groundwork for advisees who have entered
college/university without declaring a major.
The advisee e-Folio assists the student to determine
needs and goals and travels with the student when a
major is declared.
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Specific attention will be given to Baxter
Magolda's Theory of Self-Authorship
and the Epistemological Reflection
Model (1992/2008) and the Practice-toTheory-to-Practice (PTP) model
(Knefelkamp, Golec, and Wells, 1985).
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


Examples of proposals of student learning outcomes and
institutional proposals for regional accreditation reaffirmation
and important research and policy initiatives will be provided.
A focus on identity development, influence of an identified
advisor/mentor, and adult development in college years.
In the area of character development we will draw attention to
Mayhew and Engberg's (2010) study of diversity and moral
reasoning in undergraduate students.
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

The advisee electronic portfolio (e-Folio) serves as a key artifact
(evidence) in the cycle of authentic assessment of college
student learning outcomes (persistence), mid-points (retention),
and capstone experience (graduation).
Advisee e-Folios can be used for student development and
success as well as for accreditation and funding purposes.
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
The level to which students are
engaged in their own learning and
personal success can be documented,
reviewed, and reflected upon by using
multiple methods of assessment.
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Theories
Promoting Reflective
Conversation








Marcia Baxter Magolda
Charlottee Danielson
Arthur Chickering
Jann Freed
Mary Huba
Knefelkamp, Golec, & Wells
Torres, Jones, Renn
Mayhew & Engberg
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Marcia B. Baxter Magolda
(1992,2001,2009)

Self-authorship and self-development




Epistemological Reflection Model
How we know what we know
How students grow, change and learn is socially
constructed
Four Stages:




Absolute Knowing
Transitional Knowing
Independent Knowing
Contextual Knowing
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Charlotte Danielson
(2007)
Identifying aspect of teaching through empirical studies and
theoretical
Research as promoting improved student learning.
Meeting novice needs to enhancing veteran’s needs.
A structure for self-assessment
Teaching Responsibilities
Planning and Preparation
The Classroom Environment
Instruction
Professional Responsibilities
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Arthur Chickering






Develop competencies
Manage emotions
Autonomy toward interdependence
Mature personal relationships
Establish identity
Develop purpose; develop integrity
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Jann Freed & Mary Hubba




Learner–centered perspective
The role of assessment in facilitating a shift
from a teacher-centered paradigm of
teaching to one that is learner-centered
Hallmarks of learner-centered teaching that
derive from principles of constructivism and
continuous quality improvement
Principles of good practice in learner-centered
assessment that have been developed for the
field of higher education
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Knefelkamp, Golec, & Wells
(1985)




Practice to Theory to Practice Model
(PTP)
Identify desired goals and outcomes
Identify sources of challenge and
support
Implement interventions
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Torres, Jones, & Renn
(2009)




Social construction of identity
Epistemological, intrapersonal, and
interpersonal
How power and privilege shape
identities
Intersecting identities: Multiple,
continuity, and change
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Mayhew & Engberg
(2010)



Moral reasoning
Foster social and civic responsibility
Build collaborative learning communities
thru diverse peer group interactions
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Dimensions of adult development
and self-authorship




Epistemological
Metacognition
Intrapersonal
Interpersonal
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Epistemology



The process of knowing-how people
think
Reflective; meaning-making
Individual and contextual dynamics
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Metacognition


Knowledge of the private intellectual approaches and
strategies that he or she employs in learning. (Huba
& Freed, p. 244, 2000)
Interaction with others supports both learning and
metacognition, and using portfolios effectively
depends upon and fosters interaction between
students and professors. (Huba & Freed, p. 244,
2000)
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Intrapersonal


Social construction of identity
A person is personally held beliefs about self
in relation to social groupings and the ways
that relationship is expressed (Torres, Jones,
& Renn, p. 577, 2009)
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Interpersonal



Process of inculturation
Immediate settings
Distal setting (Torres, Jones, & Renn,
pp. 580-582, 2009)
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e-Folio evidence:
Learning to construct meaning

ACADEMIC



Artifacts
Reflection
PERSONAL


Artifacts
Reflection
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Meet the Student Advisee:
Initial greeting from the Advisor




Establish what goes in the e-Folio

Written template guide book

Testing and setting up of university online learning system, i.e. VISTA for
the Board of Regents of Georgia, Blackboard, gmail etc.

Attend required IT services HELPDESK training session by the first week
of school (Ideal time during Freshmen Orientation in the Summer)
Establish scheduled meeting times
Recording of personal characteristics

Personality traits

Family

Pertinent cultural elements

Race

Gender identity

Religion/spiritual/other

Socioeconomic information

Well being
Before the initial meeting students would receive

“Bring to the First Meeting” packet

Class schedules

Work schedules

Transportation information
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A. Artifacts

Academic



Assignments
Pieces of creative work
Sample work across academic studies
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B. Academic Reflection



Day to day
Week to week
When students receive reflection
direction


How do you feel about . . . ?
What did you take away (learn) from your
courses? (core or major)
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Personal


Artifacts
Reflection
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Personal

Artifacts (Initial meeting with students)




Personal characteristics
Personality
Family
Cultures
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Academic

Reflection

What is happening in your life this week
that shows you are changing?

Moving away from what you have always
thought.


Intrapersonal
 Within your self
Interpersonal
 Classmates
 Friends
 Clubs
 Significant others
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Preparing Students to enter into the
workforce





Setting up work attitudes and
relationships
Tips on team participation
Finding a mentor at work
Protecting your identity in work
environments
Creativity and successful work
environments
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Suggested and Cited References
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determine our future. New York: Teachers College Press.
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Mayhew, M. J. & Engberg, M. E. (2010, July/August). Diversity and moral reasoning: How
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aw/tg9/9/11
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Torres, V., Jones, S. R., & Renn, K. A. (2009, Nov-Dec). Identity development theories in
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Hattery & Smith, E.] Journal of Global Citizenship and Equity Education (JGCEE),
1(1), 183-185. Retrieved from http://journals.sfu.ca/jgcee/index.php/jgcee
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aw/tg9/9/11
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URL Suggested and Cited References
http://www.uaa.alaska.edu/studentaffairs/upload/StudentDevelopment-Theory-final-version.pdf
http://www.nacada.ksu.edu/AboutNACADA/index.htm
http://www.bgsu.edu/downloads/finance/file26555.pdf
Journal of Global Citizenship and Equity Education
http://journals.sfu.ca/jgcee/index.php/jgcee)
http://digitalcommons.unl.edu/cehsedaddiss/24
http://www.pearsoncustom.com/ga/aasu_education/
aw/tg9/9/11
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