organizing & delivering advising: models for success dr. wes habley assistant vice president...

Organizing & Delivering Advising: Models For

Success

Dr. Wes HableyAssistant Vice President Strategic Partnerships, ACT, Inc.wes.habley@act.org

Additional Symposium Sessions

Maximizing The Impact Of Advising On Student Success Wes Habley

(available on demand)

Training Academic Advisors: Conceptual, Relational & Informational Issues

Tom Brown

Assessing The Effectiveness Of Your Academic Advising Program

Thomas J. Grites

To register for additional sessions, please visit www.innovativeeducators.org

Objectives

• Institutional Mission/Advising Program Mission• CAS Standards: Outcomes and Goals for the

Advising Program • Organization of Advising Services: 7 Models• Delivery of Advising Services – Who and How• Key Components of Effective Advising Programs• Advising & Other Campus Services/Offices

Two Key Resources

• NACADA – the National Academic Advising Association nacada@ksu.edu

• Gordon, V.N., Habley, W.R., & Grites, T.J. (2008) Academic Advising: A Comprehensive Handbook (2nd Edition)

Why do we need a mission statement?

A mission statement guides the decisions we make about what we do and how we accomplish what we do

Programs & Policies

• Sequencing of courses• Complexity of completion requirements

• upper division courses• combination of majors/minors• residency• satisfaction of competencies

• Scope of general education requirement• Degree to which an advisor must approve a

variety of academic transactions.

Transactions Requiring Approval

• Class schedules• Adds and drops• Course withdrawal• Institutional withdrawal• Waivers• Substitutions• Degree plan • Change of major• Transcript requests

• Graduation application

• Absence reports• Midterm progress

reports• Deficiency

monitoring• Reinstatement form• Incomplete request• Field trip permissions

Advising Program Mission

• Consistent with institutional mission

Institutional Mission

• Locus of control– public, private, proprietary

• Level of educational offerings– associate, baccalaureate, graduate

• Nature of program offerings– Liberal Arts, Professional,

Vocational/Technical

• Selectivity– Open door ………Highly Selective

Mission Considerations

• Development of the advising mission statement must include a wide variety of constituents. Those who deliver advising Those who receive advising The who support the delivery of advising

What does the institutional mission statement say about student needs?

Student Needs…..Includes not only the distribution of student needs, but also the blend of students’ needs.

Undecided <______________> DecidedUnderprepared <______________> PreparedSocioeconomic <______________> Socioeconomic

Diversity Homogeneity First Generation<______________> College Parents

Rural <______________> UrbanTraditional Age <______________> Nontraditional

Age

Advising Program Mission

• Consistent with institutional mission• Advising Program Mission Statement

Identify the primary purpose of advising Provide a statement of beliefs about students Provide information on the nature of the

advising program, the organizational structure, expectations of advisors and advisees, the rights and responsibilities of advisors and advisees, and the goals for advising

Mission Considerations

• Assessment is critical to the realization of the mission

• CAS Standards state that the mission statement must include student learning must be prominently displayed and promoted must be regularly reviewed and, if necessary,

revised

MISSION STATEMENT

MISSION STATEMENT

GOALS/OUTCOMES

Advising Program Goals

• Promote student growth and development• Discuss and 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

MISSION STATEMENT

GOALS/OUTCOMES

Advising Program Strategies and Criteria

Advising Program

• Identify relevant and desirable student learning and development outcomes. Provide programs and services that encourage the achievement of those outcomes.

Relevant & Desirable Outcomes

• Intellectual growth• Effective communication• Realistic self-appraisal• Enhanced self-esteem• Clarified values• Career choices• Leadership development• Healthy behaviors

Relevant & Desirable Outcomes

• Meaningful interpersonal relations• Independence• Collaboration• Social responsibility• Satisfying and productive lifestyles• Appreciation of diversity• Spiritual awareness• Achievement of personal and educational

goals

Advising Strategies

• Advocacy/intervention

• Intrusiveness

• Challenging/confronting the student

• Modeling/teaching decision-making skills

MISSION STATEMENT

GOALS/OUTCOMES

Advising Program Strategies and Criteria

Organization

MISSION STATEMENT

GOALS/OUTCOMES

Advising Program Strategies and Criteria

Organization DeliveryRoles/

Responsibilities

MISSION STATEMENT

GOALS/OUTCOMES

Advising Program Strategies and Criteria

Organization DeliveryRoles/

Responsibilities

Training and Tools

MISSION STATEMENT

GOALS/OUTCOMES

Advising Program Strategies and Criteria

Organization Delivery Roles/ Responsibilities

Training and Tools

Program and Advisor Assessment

MISSION STATEMENT

GOALS/OUTCOMES

Advising Program Strategies and Criteria

Organization DeliveryRoles/

Responsibilities

Training and Tools

Program and Advisor Assessment

MISSION STATEMENT

GOALS/OUTCOMES

Advising Program Strategies and Criteria

Organization Delivery Roles/ Responsibilities

Training and Tools

Program and Advisor Assessment

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

Factors Influencing the Organization/Delivery of

Advising

• Institutional Mission• Students• Faculty• Programs/Policies• Budget• Facilities• Organizational Structure

Organizational Models for Academic Advising

• Decentralized

• Centralized

• Shared

Faculty Only Model

FacultyStudent

Supplementary Model

Faculty

Student

AdvisingOffice

Split Model

AdvisingOffice

AcademicSub-unit

Student A

Student B

AcademicSub-unit

Dual Model

Faculty

Student

AdvisingOffice

Total Intake Model

AdvisingOffice

Student AcademicSub-unit

Satellite Model

Academic Sub-unitAdvising Office

Student A

Student B Academic Sub-unitAdvising Office

Self-contained Model

AdvisingOffice

Student A

Student B

Popular Models (ACT 6th National Survey):

• 2-Year Public %• Self-contained 29• Split 28• Faculty Only 18

• 4-Year Public %• Split 46• Satellite 16• Faculty Only 12

Popular Models (ACT 6th National Survey):

• 2-Year Private%• Faculty Only 36• Supplementary 21• Self-contained 12

• 4 -Year Private• Faculty Only 39• Supplementary 26• Split 17

Percentage of Campuses Using Each Model

• Faculty Only 25%• Supplementary 17• Split 27• Dual 5• Total Intake 6• Satellite 7• Self-contained 14

Trends in Organizational Models

• Decrease in use of most decentralized (Faculty Only)

• Slight increase in most shared models• Institutional size has a significant impact

on the choice of model• Academic Affairs is the most common

reporting line

MISSION STATEMENT

GOALS/OUTCOMES

Advising Program Strategies and Criteria

Organization Delivery Roles/ Responsibilities

Training and Tools

Program and Advisor Assessment

Advising Delivery

• One-to-One Advising• types, probable strengths,

possible weaknesses

• Group Advising• types, probable strengths,

possible weaknesses

• Technology• types, probable strengths,

possible weaknesses

• Design-a-delivery strategy

Factors in Choosing a Delivery System

• Access/availability to student• Priority placed on advising• Knowledge of academic discipline• Knowledge of student development• Need for training• Cost to institution• Credibility with faculty/staff

One-to-One Advising

• Faculty Advisors• Professionals • Counselors• Graduate Students• Paraprofessionals• Peers

Building the Advisor-Advisee Relationship

• Non-verbal communication

• Verbal communication

• Advising strategies

• The advising interview

Faculty Advisors

• Curriculum• Course Content• Mentoring• Modeling• Cost• Credibility• Other?

• Competing Expectations

• No reward or recognition

• Disinterest• Bootstraps

philosophy• Broad knowledge• Other?

Probable Strengths Possible Weaknesses

Faculty Role Considerations

• Awareness of importance of advising

• Commitment to improve

• Involvement in strategies for

improvement

Professional Advisors

• Breadth of training

• Knowledge of Programs and Services

• Accessibility• Commitment• Other?

• Credibility• Involvement in

policy decisions• Cost• Other?

Probable Strengths Possible Weaknesses

CounselorsProbable Strengths Possible Weaknesses

• Breadth of skills• Knowledge of

Programs and Services

• Accessibility• Commitment• Other?

• Cost• Credibility• Priority of

Advising• Other?

Paraprofessionals

• Perpetual training• Commitment• Other?

Probable Strengths Possible Weaknesses

• Economy• Availability• Schedule

Flexibility• Control• Other?

Graduate Students

• Economy• Availability• Schedule

Flexibility• Program

Knowledge• Control• Other?

• Studies• Continuity• Accountability• Breadth of Skills• Perpetual

training• Supervision• Other?

Probable Strengths Possible Weaknesses

Peers

• Economy• Availability• Schedule Flexibility• Systematic input• Empathy• Control• Source of Student

Employment• Increased

organizational dynamics

• Ratios lowered• Other?

• Supervision• Accountability• Breadth of Skills• Confidentiality• Perpetual training• Continuity• Other?

Probable Strengths Possible Weaknesses

Group Advising - Types

• Groups that focus on content (C)• Groups that focus on process (P)

Group Types• Orientation (C)• Registration Groups (C)• Extended Orientation (P&C)• First Year Seminar (P&C)• Learning Communities (P)• Course Imbedded (P&C)

Group Types• Residence Hall (C)• Major (C)• Specific Populations (C&P)– Undecided– Probation– Honors– International– Minorities

Groups – Probable Strengths

• Reduce advisor ratios• Efficient way to share

common content• Frees advisors for one-to-one

contact• Reduces redundancy• Interaction with peers• Shared learning• Establish peer contacts• Other?

Groups – Possible Weaknesses

• Less personal• Ability to meet individual needs• Possible misinterpretation• Group distractions• Inconvenience• Other?

Technology - Synchronous• Characteristics– Same time– Same pace– Different place– Person-to-person advising

Synchronous Delivery• Videoconference• Internet Chat• Audio conference• White Board• Telephone• Interactive Classroom• Broadcast– TV, Radio, Satellite

Technology - Asynchronous• Characteristics– Different time– Different pace– Different place– Person-to-person advising

Asynchronous Delivery• Web pages• E and V mail• Cybercast• Listservs• Bulletin boards• Kiosks• Video/Audio tapes• Telephone info. lines

Technology

• Economy• Distance• Accuracy• Feedback• Accessibility• Anonymity• Other?

• Technology limits• Different person-to-

person relationship• Anonymity• Supplant rather

than support• Other?

Probable Strengths Possible Weaknesses

Factors in Developing a Delivery System

• Access/availability to student• Priority placed on advising• Knowledge of academic discipline• Knowledge of student development• Need for training• Cost to institution• Credibility with faculty/staff

The Case for Multiple Delivery Strategies

• Different access points• Different student needs• Capitalize on advisor strengths• Offset advisor weaknesses

Advising & Other Campus Services/Offices

• Fiscal Affairs• Institutional Research• Information Technology• First Year Seminar/Transfer Student

Seminar• Learning Center• Office of Multicultural Affairs

Advising & Other Campus Services/Offices

• Admissions• Financial Aid• Orientation• Registrar• Counseling• Career Planning

Advising & Other Campus Services/Offices

• Services for students with disabilities• Residence Life• Intercollegiate Athletics• Learning Communities• Testing Center• Academic Departments

AcademicAdvising

Admissions

SpecialPopulations

Academic Departments

Orientation

RegistrationRecords

Undergrad.Colleges

Testing

AcademicAdvising

Career/LifePlanning

Learning Assistance

SupplementalInstruction

LearningCommunities

First YearSeminar

Integration of Services

• The effective integration of academic advising with other support services requires a clear communication of who does what for which population and why.

• Academic Advising is the only structured activity on the campus in which all students have the opportunity for on-going, one-to-one interaction with a concerned representative of the institution.

• Academic advising is the hub of the wheel, with linkages to all other support services on campus.

Two examples

• Illinois State UniversityTotal Intake – Multiple delivery

• University of Wisconsin – Eau ClaireSplit Model – Multiple delivery

Questions?

Dr. Wes HableyAssistant Vice President – Strategic Partnerships, ACT,

Inc.hableyw@gmail.com