innovative educators academic advising symposium series training academic advisors: conceptual,...

Innovative EducatorsInnovative EducatorsAcademic Advising SymposiumAcademic Advising Symposium SeriesSeries

Training Academic Advisors:Training Academic Advisors:Conceptual, Relational, andConceptual, Relational, and

Informational IssuesInformational Issues

Tom BrownTom Brownwww.tbrownassociates.comwww.tbrownassociates.comtom@[email protected]

Academic Advising Symposium SeriesAcademic Advising Symposium SeriesInnovative EducatorsInnovative Educators

Organizing & Delivering Academic Organizing & Delivering Academic Advising: Models for Success:Advising: Models for Success: Peggy King Peggy King

Training Academic Advisors…Training Academic Advisors… Maximizing the Impact of Academic Maximizing the Impact of Academic

Advising on Student SuccessAdvising on Student Success: Wes Habley: Wes Habley

4.4. Assessing the Effectiveness of Your Assessing the Effectiveness of Your Academic Advising ProgramAcademic Advising Program: Tom Grites: Tom Grites

5.5. It’s All About Change: Negotiating the It’s All About Change: Negotiating the Culture for Effective Advising:Culture for Effective Advising: Wes Habley Wes Habley

Maze or Labyrinth?Maze or Labyrinth?

The term labyrinth is often used The term labyrinth is often used interchangeably with maze…interchangeably with maze…

but a labyrinth has a clear but a labyrinth has a clear through-route to a goal and is not through-route to a goal and is not designed to be difficult to navigate. designed to be difficult to navigate.

Academic Advisors: Academic Advisors:

Lights in the LabyrinthLights in the Labyrinth

Advising will occur in Advising will occur in scheduled sessions, over a scheduled sessions, over a cup of coffee, or on a stroll cup of coffee, or on a stroll from one building to another.from one building to another.

Ernest BoyerErnest BoyerCollegeCollege, 1987, 1987

One of the few things we One of the few things we know from learning theoryknow from learning theory……

One of the few things we One of the few things we know from learning theory…know from learning theory…

We We forgetforget most of what we learn! most of what we learn!

Implementation Guide:Implementation Guide:Action PlanningAction Planning

1.1. List the main ideas and strategies List the main ideas and strategies from the session.from the session.

2.2. Select an idea to adapt or a Select an idea to adapt or a strategy to implement.strategy to implement.

3.3. List specific goals and objectives List specific goals and objectives you want to achieve.you want to achieve.

4.4. Who will be your collaborators and Who will be your collaborators and how will you engage them?how will you engage them?

Implementation Guide:Implementation Guide:Action PlanningAction Planning

5.5. What/who are the main obstacles or What/who are the main obstacles or antagonists? How will you reduce, antagonists? How will you reduce, eliminate, or engage these?eliminate, or engage these?

6.6. What resources will you use to What resources will you use to “make the case”?“make the case”?

7.7. What will be your timeline for What will be your timeline for implementation?implementation?

8.8. How will you assess your progress?How will you assess your progress?

The biggest and longest lasting The biggest and longest lasting reform in undergraduate reform in undergraduate education will come when education will come when individuals and small groups individuals and small groups adopt the view of themselves as adopt the view of themselves as reformers in their immediate reformers in their immediate spheres of influence….spheres of influence….

K. Patricia CrossK. Patricia Cross

Many key competencies are developed Many key competencies are developed

afterafter educators arrive on campus. educators arrive on campus.

Therefore, colleges must assume the Therefore, colleges must assume the

responsibility for teaching and responsibility for teaching and

developing their own educators to developing their own educators to

enhance student learning inside and enhance student learning inside and

outside the classroom by providing outside the classroom by providing

professional development programs.professional development programs.

Brown & Ward, 2007Brown & Ward, 2007

TRIAD FOR STUDENT TRIAD FOR STUDENT SUCCESSSUCCESS

High Quality High Quality TeachingTeaching

ComprehensiveComprehensive SupportSupport ProgramsPrograms

DevelopmentalDevelopmental Advising ProgramAdvising Program

DEVELOPMENTAL DEVELOPMENTAL ACADEMIC ADVISINGACADEMIC ADVISING

Evaluation/ Evaluation/ AssessmentAssessment

Recognition Recognition & Reward& Reward

Advisor Advisor DevelopmentDevelopment

Lowest Ratings for Advising Program Lowest Ratings for Advising Program EffectivenessEffectiveness

SixSixth National Survey on Academic Advising (2004th National Survey on Academic Advising (2004))

19971997 20042004

8. Implementing training program for advisors8. Implementing training program for advisors 2.72.7 3.053.05

9. Evaluating effectiveness of advising program9. Evaluating effectiveness of advising program 2.632.63 2.772.77

10. Evaluating effectiveness of advisors10. Evaluating effectiveness of advisors 2.682.68 2.762.76

11. Rewarding good advisor performance11. Rewarding good advisor performance 2.162.16 2.422.42

5-Very effective5-Very effective 4-Effective4-Effective 3-Neutral3-Neutral2-Ineffective2-Ineffective 1-Very Ineffective1-Very Ineffective

The majority of institutions The majority of institutions do notdo not require advisor require advisor development programs.development programs.

Those that do, offer programs Those that do, offer programs at the beginning of the Fall at the beginning of the Fall term for term for one day or lessone day or less..

Sixth National Survey on Academic AdvisingSixth National Survey on Academic Advising

All too often in the past, advisor All too often in the past, advisor training was seen as a one time training was seen as a one time event at the beginning of the event at the beginning of the school year.school year.

Effective advising today requires Effective advising today requires more extensive, on going more extensive, on going activities….activities….

Virginia GordonVirginia GordonHandbook of Academic AdvisingHandbook of Academic Advising, 1992, 1992

What’s needed is a different What’s needed is a different way of thinking about way of thinking about professional development—professional development—not as special occasions not as special occasions offered on a periodic basis but offered on a periodic basis but as an integral part of as an integral part of institutional work.institutional work.

Carnegie Foundation, 2008Carnegie Foundation, 2008

Redefining Advisor Development:Redefining Advisor Development:

From events to a From events to a processprocess..

Faculty members are left to Faculty members are left to sink or swim when it comes to sink or swim when it comes to effective student advising—effective student advising—they are blamed for something they are blamed for something they lack the professional they lack the professional training to do.training to do.

Dr. Yolanda MosesDr. Yolanda MosesPresident, AAHEPresident, AAHEFaculty Advising ExaminedFaculty Advising Examined, 2003, 2003

Most faculty report having had Most faculty report having had little or no training or other little or no training or other preparation prior to beginning preparation prior to beginning their work in advising….their work in advising….

When I first began to advise, I When I first began to advise, I had adequate preparation and had adequate preparation and training. training. (n=1570)(n=1570)

Strongly agree/agreeStrongly agree/agree 30%30%

Disagree/strongly disagreeDisagree/strongly disagree 53%53%

Brown Survey of Faculty, 2001-2009Brown Survey of Faculty, 2001-2009

Adequate preparation and training?Adequate preparation and training?

I began getting advising folders in I began getting advising folders in the campus mail even before I was the campus mail even before I was actually an advisor. No one told me actually an advisor. No one told me why I was getting them or what to do why I was getting them or what to do with them….with them….


Adequate preparation and training?Adequate preparation and training?

I had no advising preparation at I had no advising preparation at all. I learned by trial and error….all. I learned by trial and error….


58% of campuses have 58% of campuses have programs in place for programs in place for advisor training.advisor training.

Advising Needs ReportAdvising Needs ReportNoel-Levitz, 2006Noel-Levitz, 2006

The PrincipleThe Principle

All individuals engaged in All individuals engaged in academic advising should academic advising should participate in pre-service participate in pre-service and/or in-service and/or in-service development programs.development programs.

Advisor Development Advisor Development Programs ObjectivesPrograms Objectives

SpecificSpecific

MeaningfulMeaningful

AchievableAchievable

RealisticRealisticTangibleTangible

Advisor Development Advisor Development Programs ObjectivesPrograms Objectives

SSpecificpecific

MMeaningfuleaningful

AAchievablechievable

RRealisticealisticTTangibleangible

Outcomes for Advisor DevelopmentOutcomes for Advisor Development

CognitiveCognitive: What advisors should : What advisors should understand and knowunderstand and know

BehavioralBehavioral: What advisors should: What advisors should

dodo

AffectiveAffective: What advisors should: What advisors should

value and appreciatevalue and appreciate

Factors in planning advisor Factors in planning advisor development programsdevelopment programs

• CONTENTCONTENT

• AUDIENCEAUDIENCE

• TECHNIQUESTECHNIQUES

ADVISORADVISOR DEVELOPMENT PROGRAMDEVELOPMENT PROGRAM

ConceptualConceptual InformationalInformational

RelationalRelational

Conceptual ElementsConceptual Elements

•Definition of advisingDefinition of advising

•Role of advising and student developmentRole of advising and student development

•Relationship of advising to persistenceRelationship of advising to persistence

•Connections: advising and support servicesConnections: advising and support services

•Student expectations of advisingStudent expectations of advising

•Roles/responsibilities: advisors and adviseesRoles/responsibilities: advisors and advisees

•Career issues in advisingCareer issues in advising

Conceptual ElementsConceptual Elements

•[Re]Definition of advising[Re]Definition of advising

•Role of advising and student developmentRole of advising and student development

•Relationship of advising to persistenceRelationship of advising to persistence

•Connections: advising and support servicesConnections: advising and support services

•Student expectations of advisingStudent expectations of advising

•Roles/responsibilities: advisors and adviseesRoles/responsibilities: advisors and advisees

•Career issues in advisingCareer issues in advising

1960s Definition1960s Definition

Academic AdvisingAcademic Advising

“A task concentrated during “A task concentrated during registration and enrollment that registration and enrollment that consists mainly of aiding students consists mainly of aiding students in the selection of courses.”in the selection of courses.”

Handbook of College AdministrationHandbook of College AdministrationAsa KnowlesAsa Knowles19651965

Redefining academic advising:Redefining academic advising:

From prescriptive to From prescriptive to developmental.developmental.

From an event to a From an event to a processprocess..

How does How does XYZ TechXYZ Tech define advising? define advising?

The advising staff offers The advising staff offers support to all XYZ Tech support to all XYZ Tech students in the selection of students in the selection of the liberal education courses the liberal education courses required for their degrees.required for their degrees.

XYZ TechXYZ Tech Undergraduate Bulletin 2006 (pg. 96) Undergraduate Bulletin 2006 (pg. 96)

How does How does Local CCLocal CC define advising? define advising?

Students meet with academic Students meet with academic advisors to choose a major, advisors to choose a major, select courses, review degree select courses, review degree requirements….requirements…. Local CCLocal CC 2004-2006 Academic Bulletin (Pg. 21) 2004-2006 Academic Bulletin (Pg. 21)

Academic Advising is… Academic Advising is…

a systematic processa systematic process based on a based on aclose advisor student close advisor student relationshiprelationship intended to aid students in achieving their intended to aid students in achieving their personal, educational, and career goalspersonal, educational, and career goals….….

focuses on helping them focuses on helping them acquire skills acquire skills and attitudes that and attitudes that promotepromote their their intellectual and personal developmentintellectual and personal development. .

assists students to assists students to make full use of campus and make full use of campus and community resourcescommunity resources in the process. in the process.

Developmental Academic AdvisingDevelopmental Academic AdvisingWinston, Miller, Ender, Grites & Associates. 1984Winston, Miller, Ender, Grites & Associates. 1984

A Mission-based DefinitionA Mission-based Definition

Consistent with the mission and goals Consistent with the mission and goals of Ivy Tech Community College –of Ivy Tech Community College –

Academic Advising is committed to Academic Advising is committed to engaging students in intentional, engaging students in intentional, collaborative, supportive, and meaningful collaborative, supportive, and meaningful partnerships. partnerships.

Grounded in teaching and learning, Grounded in teaching and learning, Academic Advising will assist students in Academic Advising will assist students in achieving their personal, educational, achieving their personal, educational, cultural, and career goals while becoming cultural, and career goals while becoming self-directed, life-long learners.self-directed, life-long learners.

A Mission-based DefinitionA Mission-based DefinitionUndergraduate academic advising at Undergraduate academic advising at the University of Washington is a core the University of Washington is a core element of the University’s focus on element of the University’s focus on student learning. As educators, student learning. As educators, advisors partner with faculty and the advisors partner with faculty and the campus community to cultivate our campus community to cultivate our students’ intellectual development. As students’ intellectual development. As guides and advocates, advisors guides and advocates, advisors collaborate with students to craft a collaborate with students to craft a transformative educational experience transformative educational experience so they may become informed, so they may become informed, articulate, and thoughtful students and articulate, and thoughtful students and citizens of the world.citizens of the world.

Language is a window into our Language is a window into our culture and history and the culture and history and the way we try to think.way we try to think.

John M. Morse, PublisherJohn M. Morse, PublisherMerriam Webster Collegiate DictionaryMerriam Webster Collegiate Dictionary

Advising is more Advising is more meaningful when treated meaningful when treated as a as a teaching processteaching process rather than a product.rather than a product.

Academic Advising for Student Success: Academic Advising for Student Success:

A System of Shared ResponsibilityA System of Shared Responsibility Susan Frost. 1991Susan Frost. 1991

Teaching and advising need Teaching and advising need to be part of a seamless to be part of a seamless process, sharing the same process, sharing the same intellectual sphere, intellectual sphere, informed by a relatively informed by a relatively consistent educational consistent educational philosophy.philosophy.

Robert M. Berdahl, Historian and President Robert M. Berdahl, Historian and President University of California, Berkeley University of California, Berkeley

Teaching Through Academic Advising: Teaching Through Academic Advising: A Faculty PerspectiveA Faculty Perspective, 1995, 1995

Shared Goals of Teaching and Advising

•Increase knowledge

•Enhance critical thinking abilities

•Skills acquisition

•Increase problem solving abilities

•Integration of learning: making connections and finding meaning

•Broaden Perspectives

Increase KnowledgeIncrease Knowledge

Purposes of college and Purposes of college and learninglearningAbout themselvesAbout themselvesAbout the worlds in which About the worlds in which they live and will live their livesthey live and will live their lives

Advisors teach students to:Advisors teach students to:

Value the learning processValue the learning process

Put the college experience Put the college experience into perspectiveinto perspective

Core ValuesCore ValuesNational Academic Advising AssnNational Academic Advising Assn

Enhance Critical ThinkingEnhance Critical Thinking

Advisors help students think Advisors help students think through short-term decisions through short-term decisions and long-range plans, which and long-range plans, which enables students to take enables students to take charge of their lives.charge of their lives.

Empowering Lifelong LearningEmpowering Lifelong LearningArthur ChickeringArthur Chickering

Fall 1994 Fall 1994 NACADA JournalNACADA Journal

Advisors teach students to Advisors teach students to make decisions.make decisions.

Core ValuesCore ValuesNational Academic Advising AssnNational Academic Advising Assn

Skills AcquisitionSkills Acquisition

As students frame questionsAs students frame questions about the future and seek about the future and seek information needed to information needed to formulate answers, formulate answers, they they practice behaviors and practice behaviors and develop skillsdevelop skills they will use they will use throughout their lives.throughout their lives.

Academic Advising for Student SuccessAcademic Advising for Student SuccessSusan Frost, 1991Susan Frost, 1991

Problem SolvingProblem Solving

The fundamental purpose of The fundamental purpose of academic advising is to help academic advising is to help students become students become effective effective agentsagents for their own for their own lifelong lifelong learninglearning and development. and development.

Chickering, 1994Chickering, 1994

A goal of education is helping A goal of education is helping students to think and solve the students to think and solve the problems of life….problems of life….

Integration of learningIntegration of learning

Integration of LearningIntegration of Learning

Do Students recognize the value of Do Students recognize the value of general education requirements? general education requirements? (n=1555)(n=1555)


Disagree/strongly disagreeDisagree/strongly disagree 52%52%

Brown Survey, 2001-2009Brown Survey, 2001-2009

The faculty members students The faculty members students identify as having had a powerful identify as having had a powerful influence on their thinking and on influence on their thinking and on their lives are those who helped their lives are those who helped them make connections between them make connections between the curriculum and their personal the curriculum and their personal lives, values, and experiences.lives, values, and experiences.

Richard LightRichard LightMaking the Most of CollegeMaking the Most of College, 2001, 2001

Integration of LearningIntegration of Learning

Field of StudyField of Study

vs. vs.

MajorMajor

Broaden PerspectivesBroaden Perspectives

Work Work vs. a J.O.B.vs. a J.O.B.

Learning vs. gradesLearning vs. grades

Broaden PerspectivesBroaden Perspectives

Students need to understand that Students need to understand that process is importantprocess is important not just not just getting the answer—or the grade.getting the answer—or the grade.

Faculty Viewpoint Faculty Viewpoint Understanding University SuccessUnderstanding University Success, 2003, 2003

Students usually have a realistic Students usually have a realistic understanding about the demands understanding about the demands of academic work and what is of academic work and what is required to be successful in their required to be successful in their classes. classes. (n = 1587)(n = 1587)


Disagree/strongly disagree Disagree/strongly disagree 69%69%


Do students understand what is Do students understand what is required to be successful in required to be successful in college?college?

I am rolling on the floor!!!I am rolling on the floor!!!

Brown Survey 2001-2009Brown Survey 2001-2009

35% reported A/A- as their 35% reported A/A- as their average high school grade.average high school grade.

93% earned a B average or 93% earned a B average or higher. higher.

57% expect to earn 57% expect to earn at leastat least a a B average in college.B average in college.

2008 CIRP Survey2008 CIRP Survey

Public 4 year UniversitiesPublic 4 year Universities

Do students understand what Do students understand what is required to be “successful”?is required to be “successful”?

How many hours did you study during a How many hours did you study during a typical week in your last year of high typical week in your last year of high school?school?

43% 43% Five hours or lessFive hours or less 36% 36% Less than two hours a Less than two hours a

week!!week!!

2008 CIRP Survey2008 CIRP Survey

How much time did How much time did community college students community college students spend preparing for class?spend preparing for class?

21 or more hours per week21 or more hours per week 12%12%

10 hours or less10 hours or less 66%66%

CCSSE, 2007CCSSE, 2007

Most students are never taught Most students are never taught howhow to study. We call it the to study. We call it the “hidden curriculum.” “hidden curriculum.”

Marcy FallonMarcy FallonUniversity of Maryland, 2002University of Maryland, 2002

Students are afraid: Students are afraid: afraid of failing, of not afraid of failing, of not understanding, of having their understanding, of having their ignorance exposed or their ignorance exposed or their prejudices challenged, of looking prejudices challenged, of looking foolish in front of their peers. foolish in front of their peers.

Parker PalmerParker PalmerThe Courage to TeachThe Courage to Teach, 1998, 1998

Role of FailureRole of FailureThose students who do well in my Those students who do well in my class aren’t afraid to fail. If they class aren’t afraid to fail. If they read a problem and don’t instantly read a problem and don’t instantly know how to do it, they don’t quit or know how to do it, they don’t quit or feel embarrassed. They understand feel embarrassed. They understand that they’re not failing the course that they’re not failing the course because of a failed experiment.because of a failed experiment. Faculty ViewpointFaculty Viewpoint Understanding University SuccessUnderstanding University Success, 2003, 2003

Conceptual Elements

•[Re]definition of advising

•Role of advising and student development

•Relationship of advising to persistence

•Connections: advising and support services

•Student expectations of advising

•Roles/responsibilities: advisors and advisees

•Career issues in advising

An An overviewoverview of student of student development and development and student student development theorydevelopment theory should should be included among the be included among the conceptual elements of an conceptual elements of an advisor development advisor development program.program.

It is important for advisors to It is important for advisors to have some understanding of have some understanding of student development student development because because students’ personal students’ personal development has a direct development has a direct bearing on whether they are bearing on whether they are ready to pursue academic or ready to pursue academic or personal goalspersonal goals..

Student development is far too Student development is far too important to be viewed only as a role important to be viewed only as a role for student affairs professionals.for student affairs professionals.

Evans, Forney, Guido-DeBrito, 1998, 2009Evans, Forney, Guido-DeBrito, 1998, 2009

Collaborative efforts [with] faculty are Collaborative efforts [with] faculty are necessary to provide developmental necessary to provide developmental programs and services.programs and services.

Chickering and Reisser, 1993Chickering and Reisser, 1993

Psychosocial Development Psychosocial Development ModelsModels

Adults:Adults: Schlossberg; Taylor, Schlossberg; Taylor, Marienau & Fiddler Marienau & Fiddler

Gay/Lesbian: CassGay/Lesbian: CassMinorities:Minorities: Ruiz; Cross; Sue & Sue Ruiz; Cross; Sue & SueBi-Racial : Bi-Racial : Poston PostonWomen:Women: Belenky, Gilligan Belenky, GilliganOthers:Others: ???? ????

Adult students often Adult students often “recycle” through “recycle” through developmental issues faced developmental issues faced by younger students.by younger students.

Chickering and Reisser, 1993Chickering and Reisser, 1993

Inwardly, [adult] students Inwardly, [adult] students relate to teachers as relate to teachers as “elders”, even if the age “elders”, even if the age difference is reversed… difference is reversed… they may be as they may be as apprehensive as younger apprehensive as younger students tend to be.students tend to be.

Parker PalmerParker Palmer

Conceptual Elements








Increasing student Increasing student persistence is a persistence is a continuing concern in continuing concern in higher education…higher education…

Four indicators of successFour indicators of success

1.1. RetentionRetention

2.2. GraduationGraduation

3.3. Transfer Transfer

4.4. Career PlacementCareer Placement

No student service is No student service is mentioned in retention mentioned in retention research more often as a research more often as a means of promoting student means of promoting student persistence than academic persistence than academic advising.advising.

The Strategic Management of College EnrollmentsThe Strategic Management of College EnrollmentsHossler and Bean, 1990Hossler and Bean, 1990

Quality interaction with Quality interaction with faculty seems to be more faculty seems to be more important that any other important that any other single college factor in single college factor in determining minority determining minority student persistence.student persistence.

Levin and LevinLevin and Levin19911991

Making the Most of CollegeMaking the Most of College

Good advising may be the Good advising may be the single most underestimated single most underestimated characteristic of a successful characteristic of a successful college experience.college experience.

Richard Light, 2001Richard Light, 2001

For community college For community college students, frequent interaction students, frequent interaction with faculty and advisers with faculty and advisers outside of class all had a outside of class all had a positive impact on preventing positive impact on preventing students from dropping out….students from dropping out….

Regina Deil AmenRegina Deil AmenChronicle of Higher Education Chronicle of Higher Education

August 17, 2005August 17, 2005

Three interventions with greatest impact Three interventions with greatest impact on student retention in on student retention in allall colleges colleges

1.1. First year programsFirst year programs2.2. Academic AdvisingAcademic Advising3.3. Learning SupportLearning Support

WWISRWWISR 2004, 2010 2004, 2010

Retention practices with greatest Retention practices with greatest impactimpact

1. First-year programs

2. Academic Advising

3. Learning support Habley & McClanahan, WWISR 2004Habley & McClanahan, WWISR 2004

http://images.google.com/imgres?imgurl=http://www.uwsp.edu/tlc/Tutor%2520Pics%2520Professional%2520038.jpg&imgrefurl=http://www.uwsp.edu/tlc/&usg=__HsuibcmAslR4bw_MrY-ezicQCDg=&h=2336&w=3504&sz=3027&hl=en&start=20&um=1&tbnid=ans3VNPSr5kgZM:&tbnh=100&tbnw=150&prev=/images%3Fq%3DTutoring%26hl%3Den%26rls%3DGGLD,GGLD:2003-45,GGLD:en%26sa%3DG%26um%3D1



Most faculty agree Most faculty agree there is a relationship between there is a relationship between advising and retention….advising and retention….

There is a relationship There is a relationship between advising and between advising and retention. retention. (n=1594)(n=1594)

Agree/strongly agreeAgree/strongly agree 86%86%DisagreeDisagree 4% 4%


Relationship between advising Relationship between advising and retention?and retention?

More faculty members need to More faculty members need to know this….know this….

Brown Survey of Faculty 2001-2009Brown Survey of Faculty 2001-2009

Even if there are no Even if there are no conventional rewards for conventional rewards for conscientious performance, conscientious performance, faculty members can be faculty members can be motivated ifmotivated if the issues are the issues are significant, and significant, and they can feel they can feel they are making a contributionthey are making a contribution..

Derek Bok, Harvard UniversityDerek Bok, Harvard University Universities in Universities in the Marketplacethe Marketplace, 2003, 2003

What happens to students What happens to students afterafter they enroll frequently has a they enroll frequently has a more powerful impact on more powerful impact on whether they persist or leave.whether they persist or leave.

Vincent Tinto, 1993Vincent Tinto, 1993

Usual Theories of Student Usual Theories of Student DepartureDeparture

It’s something about them….It’s something about them….

Talking About LeavingTalking About Leaving

40% leave engineering40% leave engineering50% leave biological sciences50% leave biological sciences60% leave mathematics60% leave mathematics

Why undergraduates leave the sciencesWhy undergraduates leave the sciences E. Seymour & N. Hewitt, 1997E. Seymour & N. Hewitt, 1997

Talking About LeavingTalking About Leaving

Students with 650+ Math SATsStudents with 650+ Math SATs

40% leave engineering40% leave engineering50% leave biological sciences50% leave biological sciences60% leave mathematics60% leave mathematics

Why undergraduates leave the sciencesWhy undergraduates leave the sciences E. Seymour & N. Hewitt, 1997E. Seymour & N. Hewitt, 1997

Black Students Rates of Degree Black Students Rates of Degree Completion by Ability QuartileCompletion by Ability Quartile

(Test Scores and high school grades)(Test Scores and high school grades)

CompletersCompleters DepartersDeparters

Lowest quartileLowest quartile 17.2 17.2 70.2 70.2Second quartileSecond quartile 29.2 29.2 52.2 52.2Third quartileThird quartile 35.1 35.1 54.8 54.8Highest quartileHighest quartile 26.2 26.2 61.3 61.3

SourceSource:: Undergraduate completion and persistence at four-year Undergraduate completion and persistence at four-year colleges and universities: Detailed findings.colleges and universities: Detailed findings.

National Institute of Independent Colleges and Universities, 1990National Institute of Independent Colleges and Universities, 1990

We build beautiful campuses,We build beautiful campuses,

We hire distinguished faculty,We hire distinguished faculty,

We develop a challenging We develop a challenging curriculum…curriculum…

then the “wrong” students show up!then the “wrong” students show up!Dr. Betty Siegel, Past President Dr. Betty Siegel, Past President Kennesaw State UniversityKennesaw State University

My first day, I looked around this My first day, I looked around this beautiful, lush, rich campus and beautiful, lush, rich campus and thought, “thought, “What the hell am I doing What the hell am I doing herehere?” It’s only a matter of time ?” It’s only a matter of time before they realize that I’m not before they realize that I’m not one of them. I am not rich. I don’t one of them. I am not rich. I don’t have a loving family to go home have a loving family to go home to on holidays. [Only] foster to on holidays. [Only] foster parents who don’t want me, a parents who don’t want me, a stepdad in prison, and a dead stepdad in prison, and a dead mother...mother...

And, I am not smart. I scored And, I am not smart. I scored 580 on my SATs….”580 on my SATs….”

Professor Tammy RamosProfessor Tammy Ramos BA and BS, St. Mary’s College of California BA and BS, St. Mary’s College of California JD, Notre Dame Law SchoolJD, Notre Dame Law School

Validation TheoryValidation Theory

Many non-traditional students Many non-traditional students want their doubts erased about want their doubts erased about their being capable of learning….their being capable of learning….

This is especially true for first This is especially true for first generation students, Hispanic and generation students, Hispanic and African American students….African American students….

Laura Rendon, 1994Laura Rendon, 1994

Conceptual Elements








Wes Habley InsightWes Habley Insight

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

Academic Advising

Orientation

TRIO SSS

Retention

Financial

Aid

Assessment

Learning

Assistance

Career/ Life

Planning

Instructional

Faculty/ Programs

Registration

Counseling

Services for

Specific Groups

Conceptual Elements








Student Expectation of Student Expectation of AdvisorsAdvisors

•Availability/Accessibility

•Knowledge

•Care and Concern

Why do students leave college?Why do students leave college?

IsolationIsolation

Inability to connect with Inability to connect with significant members of the significant members of the campus community….campus community….

Conceptual Elements








Advisor ResponsibilitiesAdvisor Responsibilities

•Help students define and develop realistic Help students define and develop realistic goalsgoals

•Identify special needsIdentify special needs

•ConnectConnect students to available resources

•Assist students to plan consistent with Assist students to plan consistent with their goals, interests, aptitudes & limitationstheir goals, interests, aptitudes & limitations

•Monitor progress toward goalsMonitor progress toward goals

•Discuss linkage between academic Discuss linkage between academic preparation and careerspreparation and careers

Advisee ResponsibilitiesAdvisee Responsibilities

•Gather relevant decision making Gather relevant decision making informationinformation

•Clarify goals, interests, and valuesClarify goals, interests, and values

•Become knowledgeable about programs, Become knowledgeable about programs, policies, requirements and procedurespolicies, requirements and procedures

•Accept responsibility for decisionsAccept responsibility for decisions

Academic advising is assisting Academic advising is assisting students to students to share the share the responsibilityresponsibility for academic for academic planning with faculty, with planning with faculty, with students finally being able to students finally being able to find their own answers and use find their own answers and use their advisors as sounding their advisors as sounding boards.boards.

Academic Advising for Student SuccessAcademic Advising for Student SuccessSusan Frost, 1991Susan Frost, 1991

A Shared Responsibility: A Shared Responsibility: A ModelA Model

Changing Environment & Changing Students

1st Year 2nd Year 3rd Year4th, 5th, 6th Year1st year 2nd Year 3rd Year

Creamer, 2000

Need for Information

Need for ConsultationChanging Needs for Advising



PRESCRIPTIVE DEVELOPMENTAL

Lynch, 1989; Brown& Rivas, 1994; Creamer, 2000



Moving In Moving Through Moving On

Changing Contexts for Advising



PRESCRIPTIVE DEVELOPMENTAL

Lynch, 1989; Brown& Rivas, 1994; Creamer, 2000; Brown, 2007



Moving In Moving Through Moving On

I I/S I/S S/I SI = College/University (e.g., Faculty, advisors)S = Student

Changing Contexts for Advising

Conceptual Elements








Students usually have a Students usually have a realistic understanding of realistic understanding of careers and how to prepare careers and how to prepare for them. for them. (n=1574)(n=1574)

Agree/strongly agreeAgree/strongly agree 58%58%DisagreeDisagree 17%17%


Students who are trying to Students who are trying to make decisions about make decisions about major, career, or both need major, career, or both need assistance answering some assistance answering some basic questions.basic questions.

Betsy McCalla Wriggins, 2000Betsy McCalla Wriggins, 2000

The question students should seek The question students should seek to answer through advising...to answer through advising...

NOTNOT

““What courses do I need to What courses do I need to take?”take?”

The questions students should The questions students should seek to answer through advising...seek to answer through advising...

““How do I want to live my life?”How do I want to live my life?”

““What can I do in college to help What can I do in college to help move me toward this vision of my move me toward this vision of my future?”future?”

Big enoughBig enough questions… questions…

What is it you plan to doWhat is it you plan to dowith your one wild and with your one wild and precious life?precious life?

TheThe Summer DaySummer DayMary Oliver, 1990Mary Oliver, 1990

What do employers look for?What do employers look for?

In many occupations, your major will In many occupations, your major will not be an issue. More desirable are not be an issue. More desirable are the “transferable skills” developed, the “transferable skills” developed, such as organising your time such as organising your time efficiently to meet deadlines, working efficiently to meet deadlines, working well on your own and in a group.well on your own and in a group.

Undergraduate ProspectusUndergraduate ProspectusUniversity of Oxford, 2004-5University of Oxford, 2004-5

HIERARCHY OF ADVISINGHIERARCHY OF ADVISING

Life goals, values, abilities, interests, Life goals, values, abilities, interests, limitations.limitations.

Career/vocational opportunitiesCareer/vocational opportunities

Academic Programs/Field of StudyAcademic Programs/Field of Study

Course selectionCourse selection

Class schedulingClass scheduling

Terry O’Bannion, 1972, 1994Terry O’Bannion, 1972, 1994

Informational ElementsInformational ElementsWho are our students?Who are our students?Academic and co-curricular Academic and co-curricular programsprogramsInstitutional/Program policies and Institutional/Program policies and proceduresproceduresReferral resourcesReferral resourcesStudent information systemsStudent information systemsResources for advisorsResources for advisorsFERPAFERPA

Advisor ResourcesAdvisor Resources

•Catalogue/bulletinCatalogue/bulletin

•Advising handbookAdvising handbook

•Computer degree auditsComputer degree audits

•Academic planning worksheetsAcademic planning worksheets

•Advising meeting records and notesAdvising meeting records and notes

Peggy King’s Advice:Peggy King’s Advice:Asynchronous DeliveryAsynchronous Delivery

Web pagesWeb pagesE and V mailE and V mailCybercastCybercastListservsListservsBulletin boardsBulletin boardsKiosksKiosksVideo/Audio tapesVideo/Audio tapesTelephone info. LinesTelephone info. Lines

Relational ElementsRelational Elements

Interview SkillsInterview SkillsCommunication SkillsCommunication SkillsRapport BuildingRapport BuildingReferral SkillsReferral SkillsDecision-making processDecision-making processMulticultural Advising Skills Multicultural Advising Skills (ethnicities, gender issues, disability (ethnicities, gender issues, disability issues, etc.)issues, etc.)

Social Influence TheorySocial Influence Theory

AttractivenessAttractivenessExpertnessExpertnessTrustworthinessTrustworthiness

Hovland, Janis, Kelley, 1953Hovland, Janis, Kelley, 1953

Advisor SkillsAdvisor Skills

•Listening--Comfortable with silenceListening--Comfortable with silence

•Open-ended questionsOpen-ended questions

•Providing clarification and feedbackProviding clarification and feedback

•Being positiveBeing positive

•Self-disclosing Self-disclosing

•Offering options and alternativesOffering options and alternatives

Referral SkillsReferral Skills

•Know how to refer andKnow how to refer and when

•Don’t refer too quicklyDon’t refer too quickly

•Know referral resourcesKnow referral resources

•Clarify reasons for referralClarify reasons for referral

•Explain what referral resource will provideExplain what referral resource will provide

•Refer to a specific personRefer to a specific person

•Assist in making the appointmentAssist in making the appointment

•Follow-upFollow-up

Treating everyone the Treating everyone the same may be same may be equalequal treatmenttreatment, but it , but it may not be equitablemay not be equitable treatment.treatment.

A Principle: A Principle:

Human beings seek to Human beings seek to economize on the energy economize on the energy required to make required to make distinctions.distinctions.

Human beings seek to economize Human beings seek to economize on the energy required to make on the energy required to make distinctions.distinctions.

Most houseplants die Most houseplants die because we treat them because we treat them all the same.all the same.

Categories of “otherness” Categories of “otherness” Beverly D. Tatum, 1999Beverly D. Tatum, 1999

“Otherness”Otherness” Race/ethnicityRace/ethnicity GenderGender ReligionReligion Sexual OrientationSexual Orientation Socio-economic statusSocio-economic status AgeAge Physical/Mental AbilityPhysical/Mental Ability

Categories of “otherness” Categories of “otherness” Beverly D. Tatum, 1999Beverly D. Tatum, 1999

“Otherness”Otherness” Race/ethnicityRace/ethnicity GenderGender ReligionReligion Sexual OrientationSexual Orientation Socio-economic statusSocio-economic status AgeAge Physical/Mental AbilityPhysical/Mental Ability

Form of oppressionForm of oppression Racism/ethnocentrismRacism/ethnocentrism SexismSexism Religious oppressionReligious oppression HomophobiaHomophobia ClassismClassism AgeismAgeism AbleismAbleism

Pluralistic Advising SkillsPluralistic Advising Skills

Understand, acknowledge, value Understand, acknowledge, value difference.difference.Self-assess biases and attitudes.Self-assess biases and attitudes.Increase knowledge base of diverse Increase knowledge base of diverse groups groups (in the communities you serve….)(in the communities you serve….)Use culturally appropriate strategies.Use culturally appropriate strategies.Avoid over-generalizations.Avoid over-generalizations.

Brown & Rivas, 1994Brown & Rivas, 1994

Training in information is still Training in information is still the primary area of focus and the primary area of focus and content for advisor content for advisor development programs. development programs.

Relational issues tend to be Relational issues tend to be least often included.least often included.

55thth & 6 & 6thth National Surveys of Academic Advising National Surveys of Academic Advising

Training focused on Training focused on informational aspects of informational aspects of academic advising perpetuates academic advising perpetuates the idea that advising is the idea that advising is information giving rather than information giving rather than a teaching relationship.a teaching relationship.

Advisor Topics of Greatest ConcernAdvisor Topics of Greatest Concern

Relationship between advising and Relationship between advising and retentionretention

Going beyond class schedulingGoing beyond class schedulingEarly identification of student needsEarly identification of student needsEngaging faculty in advisingEngaging faculty in advisingCommunication and relational skills Communication and relational skills

in advisingin advisingNoel-Levitz, 2006Noel-Levitz, 2006

Elements of ContentElements of Content

Conceptual: Conceptual: What advisors should What advisors should UNDERSTANDUNDERSTAND

Informational:Informational: What advisors should What advisors should KNOWKNOW

Relational:Relational: What advisors should What advisors should DODO

Factors to consider when planning Factors to consider when planning advisor development programsadvisor development programs

•SKILL: Understanding and applying basic SKILL: Understanding and applying basic principles necessary to be an principles necessary to be an effective advisor.effective advisor.

•EXPERIENCE: Length of service as an EXPERIENCE: Length of service as an advisor.advisor.

•WILLINGNESS: Extent to which an WILLINGNESS: Extent to which an individual desires to participate in individual desires to participate in academic advising.academic advising.

Successful advisor Successful advisor development programs development programs integrate integrate 1. 1. content areascontent areas 2. 2. skill levels & experienceskill levels & experience

3. 3. willingness to willingness to participateparticipate

of advisors.of advisors.

Preferred Advisor Development FormatPreferred Advisor Development Format

Group settingGroup setting 84%84%

Noel-Levitz, 2006Noel-Levitz, 2006

Advisor Development Advisor Development TechniquesTechniques

External presentersInternal presentersReadings and discussionsQuizzesConsensus buildingPanel discussionsBrainstorming issuesRole play

SimulationsGroup discussions

Case studies

Video/CD presentations

Faculty members are Faculty members are generally interested in generally interested in achieving high levels of achieving high levels of competence--they seek to competence--they seek to do as well as they can for do as well as they can for their students.their students.

J. Linquist, 1978J. Linquist, 1978

Obtaining Participation

•Secure administrative support•Form a planning group•Conduct a needs assessment•Involve advisors on the program•Publicize widely-stress benefits•Schedule to avoid conflicts•Select appealing location•Offer incentives•Provide multiple sessions•Make attendance an expectation•Assess and use for future programs

Make on-going professional Make on-going professional development an institutional development an institutional responsibility and part of responsibility and part of the job description of the job description of educators, fulltime and part educators, fulltime and part time.time.

Carnegie Foundation, 2008Carnegie Foundation, 2008

The PrincipleThe Principle

All individuals engaged in All individuals engaged in academic advising should academic advising should participate in pre-service participate in pre-service and/or in-service and/or in-service development programs.development programs.

Institutions don’t change. Institutions don’t change.

Institutional/organizational Institutional/organizational change happens only when change happens only when individualsindividuals take the initiative to take the initiative to create changecreate change in their areas of in their areas of responsibility.responsibility.

Peter Senge, MIT Center for Peter Senge, MIT Center for Organizational LearningOrganizational Learning

It took a team of experts to It took a team of experts to build the Titanic….build the Titanic….

An amateur working all An amateur working all alone built the Ark.alone built the Ark.

Communities of PracticeCommunities of PracticeMonroe Community College: Monroe Community College: Faculty advisor workshopsFaculty advisor workshopsFox Valley Tech: Developmental Fox Valley Tech: Developmental advising systemadvising systemSW Missouri State: Developing SW Missouri State: Developing Master AdvisorsMaster AdvisorsUtah Valley State: Advisor Utah Valley State: Advisor CertificationCertificationUniversity of Washington: Advisor University of Washington: Advisor Education ProgramEducation Program

Innovative EducatorsInnovative EducatorsAcademic Advising SymposiumAcademic Advising Symposium SeriesSeries




innovative educators academic advising symposium series training academic advisors: conceptual,...

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