Advising From a Constructive Developmental Perspective
Advisors can enhance development by, first, identifying students' meaning-making assumptions and, second, challenging those assumptions while offering support as students struggle to increase the complexity of meaning making. Constructive developmental theory is offered as a useful framework from which to encourage greater student ownership of the educational planning process. Methods of assessing and enhancing development are suggested. Two cases that depict advising from the constructive developmental perspective are offered.
Contributor Notes
Garrett J. McAuliffe is Assistant Professor of Counselor Education and Roger F. Strand is Director of Advising Services, both in the College of Education. Address correspondence concerning this article to Garrett J. McAuliffe, Darden College of Education, Old Dominion University, Norfolk, VA 23529.
