organizing & delivering advising: models for success dr. wes habley assistant vice president...
TRANSCRIPT
Organizing & Delivering Advising: Models For
Success
Dr. Wes HableyAssistant Vice President Strategic Partnerships, ACT, [email protected]
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 [email protected]
• 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?
