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2/16/2011
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The Informational Component of Academic Advising: P li i P d d B d
NACADA – The Global Community for Academic Advising
presents
Policies, Procedures, and Beyond
Kathy StockwellFox Valley Technical College
March 3, 2011
Maura ReynoldsHope College
Julie Givans VollerArizona State University
• Conceptual knowledge
Three essential components of excellent academic advising:
All are necessary for a high quality advising program
Conceptual knowledge
• Informational data
• Relational skills
Top five topics most often covered in advisor training:
Academic regulations and policies
Campus Referral sources
Use of information sources (test Use of information sources (test results, transcripts, etc.)
Importance of Academic Advising
Definition of Advising
Wes Habley (2004). The Status of Academic Advising: Findings from the ACT Sixth National Survey
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What information
should d i
Who?
How?
How well?
When?advisors know?
When?
Why?
Audience
Academic Advising:
• is an intentional process
• facilitates understanding of the meaning and purpose of higher g p p geducation
• fosters intellectual and personal development toward academic success and lifelong learning
Advising Information Categories
• Internal Environment
• External EnvironmentExternal Environment
• Student Needs
• Advisor Self‐Knowledge
Higginson (2000)
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Internal Environment
Information about our own campus
VocabularyWhat is a credit hour?
What does “drop” mean?
What do advisors do?
Information Overload
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Hope transfoer Form
Reference Materials
Top five topics most often covered in advisor training:
Academic regulations and policies
Campus Referral sources
Use of information sources (test Use of information sources (test results, transcripts, etc.)
Importance of Academic Advising
Definition of Advising
Wes Habley (2004). The Status of Academic Advising: Findings from the ACT Sixth National Survey
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Academic Advising:
• is an intentional process
• facilitates understanding of the meaning and purpose of highermeaning and purpose of higher education
• fosters intellectual and personal development toward academic success and lifelong learning
Reflection
Skills
Experiences
Learning
Communicating
Why do I have to take this
class?
Communicating not just the
WHAT but the WHY
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Understand:
• goals of the curriculum
• skills to be developed
• why skills are importanty p
Career Success Preparation
• Ability to communicate effectively, orally and in writing (89%)
• Critical thinking and analytical reasoning skills (81%)
• Ability to apply knowledge and skills through i t hi th h d i (79%)
Hart Research Associates. (2010). Raising the bar: Employers’ views on college learning in the wake of the economic downturn.
internships or other hands‐on experiences (79%)
• Ability to analyze and solve complex problems (75%)
• Ability to connect choices and actions to ethical issues (75%)
Learning Outcomes
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External Environment
Connections
College Experiences
Life after GraduationExperiences Graduation
Keeping up to date
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Continuing Education
Opportunities
Continuing Education and Careers
Obstacles Opportunities
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External Environment
• Federal and state laws
St t d t• State mandates
• Other Colleges/Universities
• Local/community resources
Federal Laws
• Family Educational Rights and Privacy Act (FERPA) (US)
• Americans with Disabilities Act (US)( )
• Health Insurance Portability and Accountability Act (US)
• Freedom of Information and Protection of Privacy Act (FIPPA) (Canada)
Resources
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State Mandates• Mandatory placement
• Graduation incentives
• Admission restrictions
Area Resources
Allied
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Regional Conferences
Community Resources
• Create Resource lists
• Bring in community resource representatives
• Go out into the community
Where to learn aboutCommunity Resources
• Local government website
• City resource directories
Lib• Library
• Community Center
• News outlets
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Advisors foster intellectual and personal development
Advisors model life‐long learning
Student Needs
Advisors need to know…
• new or continuing?
• declared or exploring?declared or exploring?
• good academic standing?
• campus or commute?
Student Needs
Advisors may want to know…
• time since high school?
• employment status?employment status?
• financial aid?
• career direction?
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Path to Success
Veterans
LGBT
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First Generation
Students with Disabilities
Advising Information Categories
• Internal Environment
• External EnvironmentExternal Environment
• Student Needs
• Advisor Self‐Knowledge
Higginson (2000)
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FVTC Advisor Training
First Year Headline
FVTC Advisor Training
Transition Exercise1. Write down 3
transitionstransitions
2. Briefly describe one of these
3. Write down associated feelings
FVTC Advisor Training
Cultural Awareness
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Student Behaviors
Personal Sharing
The Informational Component of Academic Advising: Policies, Procedures, and Beyond
Kathy StockwellFox Valley Technical College
Maura ReynoldsHope College
Julie Givans VollerArizona State University
National Academic Advising AssociationCopyright 2011
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