Mercedes Gonzales, University of Houston-Downtown
Dedicated to my late father, Pedro Gonzales, whose lessons nurtured a lifetime passion for learning
One of the most vivid childhood memories that immediately materializes for me with any conversation on higher education and its goal of nurturing critical thinking is the role that a set of World Book Encyclopedias, circa early 1970s, played in my education. An encyclopedia, for younger readers, was the equivalent of Wikipedia without the wiki option, volume after volume of white, grainy hardcovers with deep red binding and gold lining and letters. For a pre-teen new to the world of higher learning, they were analogous to a set of War and Peace sized volumes but bigger, smarter, and much more intimidating. Nonetheless, they set the stage for my journey and continuing discovery of the intellectual world.
I was a curious child, and as curiosity would have it, I asked many questions. As a first-generation student, I began my bilingual (English/Spanish) studies in elementary school a year late because of language barriers. After a few years under the caring tutelage of my teacher, Mrs. Wren, I managed to excel in the English-speaking world and applied my learning effectively and successfully. In high school, I placed in an Honors program and graduated with honors with a Bachelor of Arts (BA). I am much older now, but I still check my reading, writing, and speaking, always aware of my English as a Second Language (ESL) heritage. I use the dictionary, google any subject at any time, research topics I hear in passing, and purchase books that spark my interest with a single word. The answers to my never-ending questions are no longer in hardcover volumes, but luckily for me, are now accessed by an instinctive press of a few keys on my iPad.
My late father was not an angler, but he knew how to cast a line. Orphaned early in childhood, he never attended high school, much less an institution of higher education. My father’s appearance, his deep-bronzed skin color, high cheekbones, and deep black hair and eyebrows, confirmed his Latino/Aztec/Native American birthright. One would expect a Spanish accent, yet his superior English had none and he was my go-to for all my intellectual endeavors. His go-to, however, was that set of encyclopedias. I asked a question and he would cast his line with a smile and a glance in the direction of the shelf where they stood, tightly packed; at the time, I was unaware of the process he had set in motion. I was frustrated and confused by my father’s deliberate (as I deemed it to be) denial of answers, and it was only late in life that I wondered if my father knew he only had answers the size of minnows to offer and I was asking for the big catches. Thus began my fishing for answers as I began to “conduct inquiry and analyze, evaluate, and synthesize information” (University of Houston–Downtown, 2018).
My greatest fear, alarming as it may be, is not of misadvising, not of student complaints, or even of not connecting with a student. My greatest fear is of the possibility of a graduate navigating the world without ever casting a line and remaining dependent on others to provide a catch. I am continuously assessing the effectiveness of my advising in nurturing fisherfolk. I vehemently adhere to the learning theory of advising by guiding students through the process of recognizing a bite on the line, reeling in the catch, and feeding that curious, intellectual mind for life. Alternatively, Confucius (as cited in Quotes, n.d.) would say:
I hear and I forget. I see and I remember. I do and I understand.
First and foremost, I recognize that there are as many variations of First Year students as there are fish in the sea. Every student casts differently, and thus learning may take many different paths to the eventual catch. Second, casting and waiting for a bite is a time-consuming effort; give a person a fish and your task is brief—teach a person to fish and your task is lengthy.
Reynolds (2010) discusses incorporating learning theory into academic advising via six principles that rely on a partnership between the advisor and advisee: active learning, goal-oriented planning, high expectations, motivation, feedback, and interaction. I utilize each of these principles in every advising session.
At an institution dealing with high-risk students, the application of learning theory is a challenging endeavor. A student may ask for the grade posting date. When I provide the link to the academic calendar to fish for the date, the student may or may not receive the bait well. Some will not click on the link (as evident in their responses), and some respond with an exclamatory "thank you". Yes, that sense of excitement when there is a bite at the end of the line happens both in and out of the water. Yet another challenge is that of the student that circumvents all university processes, expecting numerous exceptions to the rule.
I often wonder if they will be able to fish and feed themselves, always expecting bites in rough waters. The teach-a-person-to-fish philosophy supports the notion of challenging our limitations; asking unprompted, imperfect questions; and relentlessly seeking answers to simple as well as complex questions.
I expect a student to enter the advising session with a rod and reel in hand and carry that academic tackle box of indispensable tools that are available to all students: catalog, degree plan, institution’s website, advisor’s full contact information, etc. If necessary, I will drift along with the student while casting, I will be their life jacket should they ever feel overwhelmed by the deluge of time and effort required of a student, and I will untangle their lines of inquiry, with the single presupposition that the student actively participates in the adventure.
I wish all students a lifetime of casting and an Instagram full of big catches.
Mercedes Gonzales Academic Advisor II Department of Criminal Justice College of Public Service University of Houston-Downtown [email protected]
References
Active. (n.d.). In Cambridge Dictionary. Retrieved from https://dictionary.cambridge.org/us/dictionary/english/active
Expectation. (n.d.). In Cambridge Dictionary. Retrieved from https://dictionary.cambridge.org/us/dictionary/english/expectation
Feedback. (n.d.). In Cambridge Dictionary. Retrieved from https://dictionary.cambridge.org/us/dictionary/english/feedback
Goal. (n.d.). In Cambridge Dictionary. Retrieved from https://dictionary.cambridge.org/us/dictionary/english/goal
Interaction. (n.d.). In Cambridge Dictionary. Retrieved from https://dictionary.cambridge.org/us/dictionary/english/interaction
Motivation. (n.d.). In Cambridge Dictionary. Retrieved from https://dictionary.cambridge.org/us/dictionary/english/motivation
Quotes. (n.d.). Retrieved from http://www.quotes.net/quote/9115
Reynolds, M. M. (2010). Learning theory in academic advising: An advisor’s half dozen: Principles for incorporating learning theory into our advising practices. Retrieved from http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Learning-theory-inacademic-advising.aspx
University of Houston – Downtown. (n.d.). General education & common core requirements. Retrieved from http://catalog.uhd.edu/content.php?catoid=1&navoid=69.
Cite this article using APA style as: Gonzales, M. (2018, December). The fisherfolk class: A first gen-ESL-BA’s attempt to nurture intellectual curiosity in her advisees. Academic Advising Today, 41(4). Retrieved from [insert url here]