The Transformative Advising Model™

Developed by Dr. Clyde Barnett III, the transformative advising model is presented as an approach to advising which transcends institutional size and type, as well as individual positionality within the institution. The model adopts facets of transformative leadership (Shields, 2010; 2011; 2017), proactive (intrusive) advising (Cannon, 2013; Earl, 1988; Glennen, 1975; Varney, 2007), and critical self-reflection (Brown, 2004; Capper et al., 2002; Gooden & O’Doherty, 2015; Khalifa, Gooden, & Davis, 2016) (Jean-Marie, Normore, & Brooks, 2009; Pounder, Reitzug, & Young, 2002).

Transformative leadership (Shields, 2010, 2011, 2017, 2020) is a justice-oriented model, comprised of eight tenets: 

• The mandate to effect deep and equitable change
• The need to deconstruct and reconstruct knowledge frameworks that perpetuate inequity and injustice
• The need to address the inequitable distribution of power
• An emphasis on both private and public (individual and collective) good
• A focus on emancipation, democracy, equity, and justice
• An emphasis on interdependence, interconnectedness, and global awareness
• The necessity of balancing critique with promise
• The call to exhibit moral courage

Proactive advising is centered on the practice of being proactive, or intrusive, as an advisor. The approach encourages advisors to be “intrusive without intruding, and be warm, friendly, and inviting while still providing the tough love and information that students need to hear.” (Cannon, 2013, p. 1). Although it has traditionally been used within academic advising settings, this advising style is also highly effective in forging positive relationships between student leaders and advisors. The approach allows advisors to tailor their support of the needs of students, by acquiring information using pointed, detailed, and open-ended questions to build connections (Cannon, 2013). This gives students more space to grow and develop as leaders. According to Varney (2012), proactive advising involves: 

• Deliberately intervening to enhance student motivation 
• Showing interest and involvement with students
• Advising designed to increase student success
• Educating students on options
• Approaching students before situations develop

Self-reflection is a key component of transformative advising. Khalifa, Gooden, and Davis (2016) see critical self-reflection as part of a culturally responsive, activism-oriented approach to leadership. The previous scholarly work of Khalifa et al. (2016) indicates that engagement in self-reflection is key to the personal growth of leaders, due to its ability to “[unearth] personal biases, assumptions, and values” (p. 1285). Through this practice, advisors are able to develop a critical consciousness, making their work more impactful and intentional.