Academic Advising and the Campus Environment

NACADA Executive OfficeKansas State University

2323 Anderson Ave, Suite 225Manhattan, KS  66502-2912

Phone: (785) 532-5717   Fax: (785) 532-7732

e-mail: nacada@ksu.edu

© 2012 National Academic Advising Association

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Blane HardingDirector of Advising,

Recruitment, and RetentionColorado State University

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Academic Advising and the Campus Environment

Institutional Mission/Advising Program Mission Program Goals, Objectives, & Outcomes

Leadership and Organization Changing Demographics Effective Academic Advising Program

Components Institutional Knowledge Resources Relationships

Collaboration and Communication Commitments to Student Success Campus Trends/Advising Opportunities 2

Academic Advising and the Campus Environment

NACADA Core Values Framework for Practice Responsibilities to students, colleagues,

institutions, society, and themselves

Concept Statement on Academic Advising

Council for the Advancement of Standards in Higher Education (CAS)

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Institutional Mission/Advising Program Mission

Consistency

Advising Program Mission Statement Reflects the institutional mission Reflects the purpose of academic advising

on the campus Serves as the roadmap to achieving the

vision and affirming values

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Advising Program Goals

Program should have a set of goals that express how the mission will be achieved

Goal statements are long-range expressions of the desired future state of the organization or program. They represent the “aims” of the advising program.

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Advising Program Goals (examples from the CAS Standards)

Promote student growth and development

Clarify educational, career and life goals Assist students in understanding the

institutional context/environment Evaluate and monitor student progress Refer to other campus/community

resources Distribute relevant data re: students for

use in institutional decisions and policy 6

Advising Program Objectives

Program Objectives articulate, in a general way, the expectations regarding how academic advising is delivered and what students are expected to demonstrate they have learned

Important to identify relevant and desirable student learning and advising delivery outcomes

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Relevant and Desirable Student Learning Outcomes

Intellectual growth Effective communication Realistic self-appraisal Enhanced self-esteem Clarified values Career Choices Leadership development Healthy behaviors Meaningful interpersonal relations

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Relevant and Desirable Student Learning Outcomes

Independence Collaboration Social responsibility Satisfying and productive lifestyles Appreciation of diversity Spiritual awareness Achievement of personal and

educational goals

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Advising Program Leadership

Advising program leaders must: Articulate a vision and mission for their

organizations Set goals and objectives Focus on and promote student learning and

development Prescribe and practice ethical management

and leadership behavior Do things right and do the right thing

Initiate collaborative interactions

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Organization & Management

Advising programs must be structured purposefully and managed effectively

Advising programs must include development, evaluation, & recognition/reward

The design of an advising program must be compatible with the institutional structure & its students’ needs 11

In the End…

The successful academic advising program is understood by the campus as integral to student success as they enter, move through, and exit the institution.

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The Organization

Create a shared vision of student success that is embedded in the institution’s mission and culture

Set high standards for students inside and outside the classroom and balance with challenge and support

Provide complementary policies, practices, and resources to support students academically and socially

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Changing DemographicsGrowth Rate

GROUP 1980-1990 1990-2000

Whites 4.09% 5.08%

Blacks 11.98% 15.26%

Natives 35.44% 14.42%

Latino(a)s 53.02% 39.42%

Asians 96.13% 63.24%

Changing Demographics - Growth Rate 2010Race / Ethnicity Number

Percentage ofU.S. population

Not Hispanic or Latino 258,267,944 83.7 %

White 196,817,552 63.7 %

Black or African American 37,685,848 12.2 %

Asian 14,465,124 4.7 %

Two or more races 5,966,481 1.9 %

American Indian or Alaska Native 2,247,098 0.7 %

Some other race 604,265 0.2 %

Native Hawaiian or other Pacific Islander 481,576 0.2 %

Hispanic or Latino 50,477,594 16.3 %

White 26,735,713 8.7 %

Some other race 18,503,103 6.0 %

Two or more races 3,042,592 1.0 %

Black or African American 1,243,471 0.4 %

American Indian or Alaska Native 685,150 0.2 %

Asian 209,128 0.1 %

Native Hawaiian or other Pacific Islander 58,437 0.0 %

Total 308,745,538 100.0%

Asian American . Pacific Islander American .

Bangladeshi Laotian Carolinian Papua New Guinean

Bhutanese Malaysian Chamorro Pohnpeian

Burmese Maldivian Chuukese Saipanese

Cambodian Nepalese Fijian Samoan

Chinese Okinawan Guamanian Solomon Islander

Filipino Pakastani I-Kiribati Tahitian

Hmong Singaporean Kosraean Tokelauan

Indian Sri Lankan Mariana Islander Tongan

Indo Chinese Taiwanese Marshallese Yapese

Iwo Jiman Thai Native Hawaiian Polynesian

Japanese Vietnamese Ni-Vanuatu Micronesian

Korean Other Asian Palauan Melanesian

Data Source: U.S. Bureau of Census

Asian American and Pacific Islander Ethnic Categories

(b1)(b1)

Multiculturalism versus diversity

• Diversity is a representation of people that exemplifies all cultural and congenital differences.

• Diversity is an essential component of multiculturalism, but multiculturalism encompasses more than diversity.

• Multiculturalism seeks to promote the valuing of diversity and equal opportunity for all people through understanding of the contributions and perspectives of people of differing race, ethnicity, culture, language, religion, gender, sexual orientation, and physical abilities and disabilities.

BARRIERS/CONCERNS• Lack of college preparation and basic academic skills.• Stereotypical attitudes, expectations, and images held by college

personnel toward these students.• Lack of role models on campus representing their individual groups.• Limited coping skills.• Lack of “fit” on some campuses resulting in isolation.• Limited or ineffective multicultural training from campus personnel.• Curriculum that does not reflect their experiences or include their

histories.• Lack of campus support systems to address their unique needs.• Enrollment later in life as nontraditional students.• Enrolled as part-time students.• Families may have limited support or understanding of higher

education

“IT’S NOT THE FIGMENT OF THE PIGMENT

BUT THE ENIGMA OF THE STIGMA”

Know Your Institution

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Organizational structure Delivery Systems Functions of current units Support/Allies Mission statement Student body and institutional opportunities Social, academic, and institutional

context

Advising Program Resources

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• Financial: there must be adequate funding to accomplish the mission & goals of the program

• Facilities/Technology/Equipment: there must be adequate facilities, technology and equipment to support the mission and goals of the program

Campus & External Relations

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• Effective academic advising cannot be done in isolation

• The academic advising program must establish, maintain and promote effective relations with relevant campus offices and external agencies

• Collaboration and Communication: Coalition Building

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Coalition Building requires:

a systematic process involving academic departments, faculty, and advising services to address the personal,

career, and academic goals of those that we serve.

Collaboration & Communication

Partnerships / Relationships

1. Visions and goals: mutually agreed upon

2. Understanding and appreciation for one another’s work

3. Ongoing communication

4. Value, solicit, and learn from partners

5. Create and implement shared inclusive decision making

6. Utilize reciprocal learning

Partnerships / Relationships

7. Respect, trust, and mutual understanding

8. Develop a belief that all contribute to the student, community, and institution

9. Share resources

10.Celebrate shared accomplishments

11.Consistently advocate for one another

12. Identify and collectively challenge organizational structures

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Coalition Building

Collaboration & Communication

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The effective integration of academic advising within the student experience requires clear communication and collaboration with all those involved

Shared Objectives

A commitment to: the whole student facilitating student development, success, and

learning providing access and opportunity providing quality services to meet student

needs

Recognition and appreciation of individual differences and diversity

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Being Purposeful about Student Success

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Institutional Conditions that Support Student Persistence toward Graduation Expectations Support Academic Advising Involvement Student Learning

Tinto, Vincent “Taking Student Retention Seriously”. Retrieved November 30, 2005 from http://soeweb.syr.edu/Faculty/Vtinto/)

Academic Advising IS Engagement

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CollegeExperience

InstitutionalConditions

Student Behaviors

Academic Advising

Campus Trends/Advising Opportunities

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Accountability Changing student demographics Legal issues Financial issues Technology Changing modes of delivery and competition Changing curricula

References

Astin, A. 1993. What matters in college? : Four critical years revisited. San Francisco: Jossey-Bass, publishers.

Bean, J.P. 2005. “Nine themes of College Student Retention”, in Alan Seidman (ed.), College student retention. Westport, Connecticut: Praeger Publishers.

Bean, J. and Eaton, S.B. 2002. “A Psychological Model of College Student Retention”, in John M. Braxton, Reworking the student departure puzzle. Nashville, Tennessee: Vanderbilt University Press.

Berdahl, R. O. 1995. “Educating the Whole Person”, in New Directions for Teaching & Learning. San Francisco: Jossey-Bass, publishers.

Council for the Advancement of Standards. CAS Standards for Academic Advising Programs. Retrieved June 27, 2007 from http://www.nacada.ksu.edu/Clearinghouse/Research_Related/CASStandardsForAdvising.pdf

Crookston, (1972) Crookston, B. B. (1972). “A Developmental View of Academic Advising as Teaching”, in Journal of College Student Personnel, volume 13, pp. 12-17. 

Habley, W. 1981. NASPA JournalKuh, G.D. 2008. High-impact educational practices. Washington, D.C.: AAC&U.Kuh, G.D., Kinzie, J., Schuh, J.H., Whitt, E.J. and Associates . 2005. Student success in

college: Creating conditions that matter. San Francisco: Jossey-Bass, publishers.Lewin, K 1997. Resolving social conflicts & field theory in social science. Washington,

D.C.: American Psychological Association.

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Lowenstein, M. Fall, 2005. “If teaching is advising, what do advisors teach?” www.nacada.ksu.edu/AAT/NW30_2.htm

Macfarlane, B. 2007. The academic citizen: The virtue of service in university life. New York: Routledge Publishing.

Magolda, M.B. and King, P.M. Winter 2008. “Toward Reflective Conversations: An Advising Approach that Promotes Self-Authorship”, in Peer Review, Vol. 10, No. 1. Washington, D.C.: AAC&U.

Mezirow, J. Ed. 2000. Learning as transformation: Critical perspectives on a theory in progress. San Francisco: Jossey-Bass.

National Academic Advising Association. 2006. NACADA concept of academic advising. Retrieved June 27, 2007 from http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/Concept-Advising.htm

Thomas, L and Hixenbaugh, P., eds. 2006. Personal tutoring in higher education. Stoke on Trent, UK: Trentham Books

Tinto, V. 1993. Leaving college: Rethinking the causes and cures of student attrition. San Francisco: Jossey-Bass, publishers.

Tinto, V “Taking Student Retention Seriously.” Retrieved April 24, 2007 from http://soeweb.syr.edu/Facuty/Vtinto/

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