NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ791424
Record Type: Journal
Publication Date: 2008
Pages: 8
Abstractor: ERIC
Reference Count: 0
ISSN: ISSN-1086-4822
Advisor, Teacher, Partner: Using the Learning Partnerships Model to Reshape Academic Advising
Pizzolato, Jane Elizabeth
About Campus, v13 n1 p18-25 Mar-Apr 2008
An academic advisor who has built a one-on-one relationship with a student over an extended period is in an ideal position to become a partner in helping shape the advisee's academic experience. In this article, the author discusses using the guiding principles of the Learning Partnerships Model (LPM) to reshape academic advising. The three principles of the LPM are: (1) validate students as knowers; (2) situate learning in students' experiences; and (3) define learning as mutually constructing meaning. Advisors can use these principles to help students see that they play important roles in the collective process of knowledge construction. Advising within the LPM has tremendous potential to promote student development and learning because the advising relationship typically extends beyond one academic term and plays a central role in helping students make decisions at critical transitional moments. The basics of building learning partnerships in academic advising are discussed. (Contains 11 notes.)
Jossey Bass. Available from John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A