ACADEMIC ADVISING: ONE OF THE MOST

IMPACTFUL EXPERIENCES FOR STUDENTS

How would you describe your experience?

Academic Advising 1.7 General Catalog

Academic advising is a relationship with mutual responsibilities between an adviser and student advisee, for timely consultation, sharing of accurate and complete information, careful listening, critical evaluation, and respectful interchange. Academic advising can be facilitated by a professional staff person or a faculty member.

Foundations of Advising

What’s your favorite theory? psychology – counseling – education student personnel - career development

Academic advising: A Comprehensive Handbook, Gordon, V.N., Habley, W.R., & Grites, T.J. (Eds.) (2008) (2nd ed.) San Francisco: Jossey-Bass. (A publication of the National Academic Advising Association)

Theoretical Foundations

Developmental Advising: A Holistic Approach a systematic process based on a close

student-advisor relationship intended to aid students in achieving educational, career, and personal goals through the utilization of the full range of institutional and community resources. It both stimulates and supports students in their quest for an enriched quality of life.

Developmental Advising A purposeful student-centered process

that acknowledges the individuality of students

Takes students where they’re at and helps them move toward self-awareness

Helps students create and integrate academic, career and life goals

Connects curricular and co-curricular aspects of the educational experience

Provides opportunities to practice decision-making and problem-solving in an atmosphere of shared responsibility

Student Development Theories

Perry – Cognitive Development

Sanford – Challenge and Support

Sanford, N. (2006) Self and Society: Social Changes and Individual Development

Case Study

While you are tracking probation students after fall grades are posted, you notice the following grades for one of your new first year advisees:

CUM GPA 1.75 CO150: C PSYCH100: D SPCM100: B CHEM103: F

During Preview last summer you learned that Patrick is from a rural community and graduated with a class of 30 students. He had average grades and ACT scores, and was very involved with sports, student government and theatre. When you met with him in October, he told you that everything was fine and you have not met with him, or heard from him since.

Continued

With a 1.75 GPA, you will want to speak with Patrick about his situation before advising for fall registration. You contact him, but he procrastinates until close to his registration time. When he comes in for his appointment he seems a little confused about why you want to have a conversation with him, since everything is going fine this semester. He is considering a psychology major and has not yet passed the MPE. And, by the way, he tells you he just got in trouble in the Residence Halls.

What issues need to be addressed? What questions would you ask? How would you assist the student in becoming

more academically successful?

Today’s Students: What Do They Want and Get in Academic Advising?

Janine M. Allen Professor of Education Portland State University

Cathleen L. Smith Professor Emerita of Psychology, Portland State University

Multi Institutional Study

15,952 students from the 6 institutions

Private 1 (n=437)Private 2 ( n=1,599)Comm Coll (n=6,011)Public liberal arts (n=1,495)Public research (n=3,664)Urban (n=2,746)

Results: Within-Subjects ANOVAs of Importance Ratings

N=14,3311 = not important 6 = very important

Advising Function Mean SD

Accurate Information 5.57a .81

Major Connect 5.11b 1.07

Overall Connect 4.99c 1.14

Skills Abilities Interests 4.96cd 1.22

How Things Work 4.95d 1.25

Shared Responsibility 4.84e 1.31

Know as Individual 4.82e 1.34

Degree Connect 4.76f 1.40

Gen Ed Connect 4.73f 1.29

Referral Academic 4.58g 1.46

Out-of-Class Connect 4.31h 1.55

Referral Non-Academic 4.30h 1.62

Results: Within-Subjects ANOVAs of Satisfaction Ratings

N=12,4121 = not satisfied 6 = very satisfied

Advising Function Mean SD

Accurate Information 4.30a 1.48

Major Connect 4.18b 1.41

Overall Connect 4.16bc 1.41

Referral Academic 4.12cd 1.42

Shared Responsibility 4.09de 1.41

Gen Ed Connect 4.07e 1.42

Degree Connect 4.06ef 1.47

Skills Abilities Interests 4.03fg 1.44

How Things Work 4.00g 1.48

Referral Non-Academic 3.90h 1.45

Know as Individual 3.82i 1.59

Out-of-Class Connect 3.55j 1.51

Other Study Findings

Under-represented students are more satisfied with advising

New students are more satisfied than continuing students

Effective Academic Advising

Talent development

Advising contact is meaningful interaction

Student Success is a campus approach

Institution is always working toward improvement

Students map out path to success