Our focus is the self-reflexive work of examining the theoretical, philosophical and historical foundations of academic advising, in addition to supporting theory building initiatives and their applications. We welcome the study of academic advising from any theoretical vantage point and look to incorporate theory in new ways. We seek to promote the study and understanding of theory, philosophy, and the historical foundations related to academic advising, and to support and encourage conference presentations, publications, and research in these areas. We seek to develop and advance philosophical and historical reflection in the field of academic advising both within NACADA and outside associations, administration, faculty and other stakeholders.

Join a TPHAS Action Group!

Along with the work to identify and schedule speakers for TPH talks, three priorities have been identified for 2022:

1. Advising History
2. TPHAC Communications, and
3. Partnering with Other Advising Communities

The idea was that we would organize ourselves for the year around these priorities. Action Groups would work together to sort out and accomplish the vision for these priorities.

We'd love to have your voice and perspectives, so we put together a Google form for you to express your interests: https://forms.gle/ZCZysLVSRpxxx8tD9

We hope to see you at the TPH talk Thursday and as part of one of our Action Groups! If you have any ideas, questions, or comments, please don't hesitate to reach out!

Telling About Learning: How Narrative Medicine Practices and Methodology Can Enhance the Practice of Advising 

Presenters: David Griffith, University of Notre Dame

Date & Time: Wednesday, June 29, 2022 | 1:00 - 2:00 p.m. Central Time

Event Description: 

• The focus of the talk is to create a conversation about how the "close reading" methods used in the growing interdisciplinary field of Narrative Medicine might assist academic advisors in building stronger, more empathetic relationships with their advisees, while also helping their advisees to re-imagine their relationship to, and take ownership of, their education. 
• Narrative Medicine is a relatively new interdisciplinary field, founded by Dr. Rita Charon of Columbia University, in which the close reading of literature, film, and other art forms, and the practice of writing in response to such works, is used to enhance one's ability to relate emotionally and intellectually to people who are different from ourselves, in all the ways one can imagine and experience difference (race, ethnicity, nationality, religious affiliation, sexual identity, gender, socio-economic status, educational attainment, and health status).
• The practice of Narrative Medicine, as theorized by Charon, and taught at the MS program in Narrative Medicine at Columbia, is grounded in an understanding that our ability to relate to those who are different from ourselves is key to promoting the physical and mental health of individuals and communities, as well as promoting social justice and healing among individuals and communities.  
• In this session, you will be invited to consider the ways that the methods and goals of Narrative Medicine might be used to help advisors and students develop what Charon calls "deep and accurate" attentiveness to the "accounts of self" found in the personal stories and anecdotes our students tell about their experiences inside and outside the classroom, as well as in works of literature, film, and visual art dramatizing what it is like to be a student. 
• Ultimately, we will discuss how such attentiveness to, and understanding of, our advisees’ sense of self as students and people can help us better support and advise our students. 
• In preparation, you are highly encouraged to read the poem “Theme for English B” by Langston Hughes and (if time) the personal essay “The Education of a Storyteller” by Toni Cade Bambara.