Maximizing The Impact Of Advising On Student Success

1. Maximizing The Impact Of Advising On Student Success Dr. Wes Habley Assistant Vice President, Strategic Partnerships ACT, Inc.

2. Additional Symposium Sessions Organizing & Delivering Advising: Models for Success Wes Habley 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

3. The potential impact Academic advising is theonly structured activity on thecampus in which all studentshave the opportunity forone-to-one interaction with aconcerned representative ofthe institution.

4. Academic advising is theonly structuredactivity on thecampus in which all studentshave the opportunity forone-to-one interactionwith aconcerned representativeofthe institution. The potential impact

5. The core beliefs • Conceptual • Organizational

6. Conceptual beliefs Advising must be broadly defined

11. 1960’s Definition of Advising “The task of advising is concentrated in the opening days of registration and enrollment and consists of aiding students in the selection of courses.” Handbook of College and University Administration Asa Knowles, Editor

12. Advising Defined “Academic advising assists students to realize the maximumeducational benefitsavailable to them by helping them to better understand themselvesand to learn to use the resourcesof the institution to meet their specialeducational needs.” David Crockett

13. Advising Defined “Academic advising is a decision-making process during which students reach their maximum educational potential through communication and information exchange with an academic advisor.” Thomas J. Grites

14. Advising Defined “Advising is concerned not only with a specific personal or vocational decision, but also with facilitating the student’s rational processes, environmental and interpersonal interactions, behavioral awareness and problem-solving, decision-making and evaluation skills.” Burns Crookston

15. More than the 60’s definition Advising is a relationship based on… • Collaboration • Learning • Growth • Sharing • Decision-Making • Maximizing Higher Education

16. Conceptual beliefs Advising must be defined broadly Advising is a form of teaching

17. Advising: A form of teaching Teaching is an instinctual art, mindful of potential, craving of realizations, a pausing, seamless process, where one rehearses constantly while acting, sits as a spectator at a play one directs, engages every part in order to keep the choices open and the shape alive for the student, so that the student may enter in, and begin to do what the teacher has done --- make choices. A. Bartlett Giamatti, A free and ordered space: the real world of the university

18. Advisors teach students... • to value the learning process • to apply decision-making strategies • to put the college experience into perspective • to set priorities and evaluate events • to develop thinking and learning skills Core Values, National Academic Advising Association

19. Advisors teach students... to value the learning process to apply decision-making strategies to put the college experience into perspective to set priorities and evaluate events to develop thinking and learning skills to make choices Core Values, National Academic Advising Association

20. Advising programs… ...promote learning and development in students by encouraging experiences which lead to intellectual growth, the ability to communicate effectively, appropriate career choices, leadershipdevelopment, and the ability to work independently and collaboratively. Council for the Advancement of Standards in Higher Education

21. The Role of Advising Advising, rather than an extension of the educator’s role is integral to it. It is teaching which stretches beyond instruction. Robert Berdahl, New Directions for Teaching and Learning(past President, University of Texas)

22. Pause for Questions…… If you have not already done so, please submit questions using the chat function

23. Conceptual Beliefs Advising must be broadly defined Advising is a form of teaching There is a functional relationship between academic advising and career/life planning

24. The underlying assumption Traditional advising for course selection and sequencing is based on the assumption that a student has made a reasoned decision and is committed to a specific academic program.

25. The underlying assumption …suggests that the role of the advisor is to ensure that a student efficiently processes through a predetermined sequence of courses to earn a particular academic credential in a specified period of time.

26. The underlying assumption IS FALSE!

27. The underlying assumption students who are willing to admit they are undecided

28. The underlying assumption students who are willing to admit they are undecided students who changed their minds from application to orientation

29. The underlying assumption students who are willing to admit they are undecided students who changed their minds from application to orientation students who will change their minds (maybe more than once)

30. O’Banion advising paradigm 1. Exploration of Life Goals 2. Exploration of Career/Educational Goals 3. Selection of an Educational Combination 4. Selection of Classes 5. Scheduling of Classes

31. O’Banion advising paradigm 4. Selection of Classes 5. Scheduling of Classes

32. O’Banion advising paradigm 1. Exploration of Life Goals 2. Exploration of Career/Educational Goals 3. Selection of an Educational Combination

33. O’Banion advising paradigm 1. Exploration of Life Goals 2. Exploration of Career/Educational Goals 3. Selection of an Educational Combination 4. Selection of Classes 5. Scheduling of Classes

34. Conceptual beliefs Advising must be broadly defined Advising is a form of teaching There is a functional relationship between academic advising and career/life planning There is a strong relationship between academic advising and student persistence

35. Types of Attrition Expected and Justified

36. Types of Attrition Expected and Justified Stopping Out

37. Types of Attrition Expected and Justified Stopping Out Unnecessary and subject to institutional intervention

38. RETENTION The process of holding or keeping in one’s possession

39. RETENTION The process of holding or keeping in one’s possession

40. ATTRITION The process or state of being gradually worn down.

41. ATTRITION The process or state of being gradually worn down. Migrant Mother, Dorothea Lange Library of Congress, Prints and Photographs Division [ reproduction number LC-USF34-9058-C]

42. PERSISTENCE To continue to exist or prevail

43. PERSISTENCE To continue to exist or prevail

44. Expectations vs. Experience ExpectExperience 20 % Be undecided 7%

45. Expectations vs. Experience Be undecided 7% Change majors 12 ExpectExperience 20 % 65-85

46. Expectations vs. Experience Be undecided 7% Change majors 12 Fail a course 1 ExpectExperience 20 % 65-85 16

47. Expectations vs. Experience Be undecided 7% Change majors 12 Fail a course 1 Take extra time to complete a degree 8 ExpectExperience 20 % 65-85 16 60

48. Expectations vs. Experience Be undecided 7% Change majors 12 Fail a course 1 Take extra time to complete a degree 8 Drop out 1 ExpectExperience 20 % 65-85 16 60 40

49. Expectations vs. Experience Be undecided 7% Change majors 12 Fail a course 1 Take extra time to complete a degree 8 Drop out 1 Transfer colleges 12 Work in college 36 Seek personal counseling 6 Need tutoring 15 Seek career guidance 5 ExpectExperience 20 % 65-85 16 60 40 28 60 27 20 25

50. Academic Advising… …provides assistance mediating the dissonance between student expectations and the realities of the educational experience. Habley, 1983