Self-Authorship Theory: Using Challenge and Support to Inform One's Advising Practice

Authors

  • Allison Quinn University of St. Thomas

DOI:

https://doi.org/10.26209/mj1961244

Abstract

Challenge and support: though a popular expression in the field of student affairs and especially in the functional area of academic advising, without a formal tie to student development theories these three words lack the substance to truly transform one's academic advising practice. Therefore, this article serves as a reflective piece outlining how challenge and support can play a meaningful role in informal and formal advising settings. I explore the benefit of using self-authorship theory as a foundation for applying challenge and support to one's practice, the value of the Learning Partnerships Model for both students and practitioners, and provide an example from my experience that demonstrates how personal narrative might inspire intrapersonal reflection on this topic.

Author Biography

Allison Quinn, University of St. Thomas

Allison Quinn recently earned a master's degree in Leadership in Student Affairs at the University of St. Thomas in St. Paul, Minnesota. She can be reached at allie.quinn@gmail.com.

References

Baxter Magolda, M. B. (2001). Making their own way: Narratives for transforming higher education to promote self-development. Sterling, VA: Stylus.

Baxter Magolda, M. B. (2008). Three elements of self-authorship. Journal of College Student Development, 49(4), 269-284. doi: https://doi.org/10.1353/csd.0.0016

Baxter Magolda, M. B. & King, P. M. (2008). Toward reflective conversations: An advising approach that promotes self-authorship. Association of American Colleges and Universities, 8-11.

McCreary, G. (2016). Can we please stop misusing challenge and support? Retrieved from: http://doctorgentry.blogspot.com/2016/03/can-we-please-stop-misusing-challenge.html

Patton, L. D., Renn, K. A., Guido, F. M. & Quaye, S. J. (2016). Student development in college:Theory, research and practice. San Francisco, CA: Jossey-Bass.

Pizzolato, J. E. (2006). Complex partnerships: Self-authorship and provocative academic-advising practices. NACADA Journal, 26(1), 32-45.

Pizzolato, J. E. & Ozaki, C. C. (2007). Moving toward self-authorship: Investigating outcomes of learning partnerships. Journal of College Student Development, 48(2), 196-214. doi: https://doi.org/10.1353/csd.2007.0019

Schulenberg, J. K. (2013). Academic advising informed by self-authorship theory. In Drake, J.K., Jordan, P. & Miller, M.A. (Eds.), Academic Advising Approaches: Strategies that teach students to make the most of college (p. 121-136). San Francisco, CA: Jossey-Bass.

Downloads

Published

2017-07-06

Issue

Vol. 19 (2017): The Mentor: An Academic Advising Journal

Section

Graduate Corner

License

Authors who publish with this journal agree to the following terms:

  • Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  • Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  • Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).