Advice That Matters:. What Do Students Hear and Remember? …and transformation, too!!. Advising is the only structured activity on campus in which all students have the opportunity for one-to-one interaction with a concerned representative of the institution. Wes Habley ACT, 2002.
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Advising is the only structured activity on campus in which all students have the opportunity for one-to-one interaction with a concerned representative of the institution. Wes Habley ACT, 2002
[In] successful first-year programs advising occurs in scheduled sessions and also in hallways, over coffee, or on casual walks across campus... Ernest Boyer, 1987
Institutions which consciously reach out to establish personal bonds among students, faculty, and staff, and which emphasize frequent and rewarding contacts outside the classroom are those which most successfully retain students. Such interaction is the single strongest predictor of student persistence. Vincent Tinto, Professor of Education Syracuse University Author of Leaving College
Quality interaction with faculty seems to be more important that any other single college factor in determining minority student persistence.Levin and Levin University of Wisconsin 1991
Academic advisors have long known what college presidents and other policy makers are only now learning: there is a wealth of important empirically based evidence which has found a significant correlation between quality advising, student satisfaction, and enhanced persistence and graduation.John Gardener & Thomas Kerr, 1995
I assumed the that the most important and memorable academic learning goes on inside the classroom. The evidence shows the opposite is true.
When we asked students to think of a specific critical incident or moment that had changed them profoundly, four-fifths of them chose a situation or event outside the classroom. Richard Light, Harvard University Making the Most of College, 2001
Richard Light, 2001Making the Most of College
What Did Students Hear and Remember?
You have to be able to create a compelling scorecard to demonstrate that what you are doing is making a difference.Robert Reich, Fast Company, October 2000
To enable administrators, faculty, and ourselves to know whether efforts are producing desired effects. Assessment in Student Affairs Upcraft and Schuh, 1996
ARE WE MAKING A DIFFERENCE?
The main purpose of a systematic [assessment] is to collect information that can contribute to improving advisor effectiveness....
Elizabeth Creamer and Delores Scott, 2000
Please know that some of us whether we admitted it then, now, or later, heard what you said back in the day and we often reflect on the advice and words of wisdom that you shared with us. Karis Stoudamire Damon Stoudamire, Inc. Youth and Community Services
Ann Lynch’s Moving In, Moving Through, and Moving On provides a conceptual framework for academic advising.Arthur Chickering. George Mason University Empowering Lifelong DevelopmentNACADA Journal, Fall 1994
Moving into college
Moving through college
Moving on from college
Moving Through: Academic Advisor 1971-present; Dean of Advising Services 1977-1998
Moving On: 1998 Commencement Speaker
Maybe it was a grandparent, or a teacher, or a colleague. Someone older, patient and wise, who understood you when you were young and searching, helped you see the world as a more profound place, gave you sound advice to help you make your way through it. Tuesdays with Morrie, 1997
Developing motivation for learning
Commitment to enroll through orientation
Helping students move into college effectively is far and away the most important responsibility for academic advisors. Arthur Chickering, 1994
Ask entering students what they fear most about going to college and they will probably say dropping out. Lee Upcraft Orienting Students to College. 1984.
Some see the rise in mental health problems as a sign that college has become more stressful, as more students juggle work, academics, extracurricular activities and family issues. “Prozac Campus” Chronicle of Higher Education 2/14/03
The freshman year is taking a real toll on students’ physical and mental health. Colleges are paying more attention to what happens in the transformative first-year. “Your First Year of College” Policy Center on the First-year of College Chronicle of Higher Education, 2/1/02
Without fear, there can be no courage, and it will take courage to do what you have to do. Mary V. Class of 2001
We will work with you to help you be successful. The entire campus community--from faculty and staff, to the coaches, residence halls staff, counselors and peer advisors--are mobilized to help you achieve your goals.
Falling down is not failing, as long as you keep getting back up, and keep getting back up, and keep getting back up….
Many non-traditional students want their doubts erased about their being capable of learningThis is especially true for first generation students, Hispanic and African American students Laura Rendon, 1994
“I looked around this beautiful, lush rich campus and though, “What the hell am I doing here. It’s only a matter of time before they realize that I am not one of them. I am not rich. I don’t have a loving family to go home to on holidays. I have foster parents who don’t want me, a stepdad in prison, and a dead mother. And, I am not smart. I scored 580 on my SATs….”
BA and BS, St. Mary’s College of California JD, Notre Dame Law School
It’s not your APTITUDE
It’s your ATTITUDE
That determines the ALTITUDE you will achieve. Numerous respondents
Hope is a better predictor of first semester college grades than SAT scores. University of Kansas
HOPE… believing you have the will and the way to accomplish your goals, whatever they may be.
Optimism is a better predictor of first-year college grades than SAT scores or high school grades. Martin Seligman University of Pennsylvania
OPTIMISM… Having a strong expectation that things will turn out all right, despite setbacks and frustrations.
What is missing in tests of ability is motivation. What you need to know about someone is whether s/he will keep going when things get frustrating. Achievement is not just a function of talent, but also of the capacity to stand defeat.
Emotional Intelligence, 1995
At the root of the problem [of the achievement gap] is the an enduring belief that there is a widely varying and immutable intelligence among [students]. The American education establishment remains unwilling to internalize the idea that all students can learn at high levels—especially mathematics and science, that academic achievement ids more a function of effective effort than genetics.
No amount of spending, curriculum reform, national testing, or learning technology will solve our education problem as long as teachers believe that the majority of students can’t learn.Access Denied: Race, Ethnicity, and the Scientific Enterprise Campbell, Denes, and Morrison, 2000 Page 30
I have learned to admit that I am a smart individual, even though my high school GPA was not as high…you helped me reflect on the skills that I have other than my intellectual side.
I should not let numbers put me down, because I am more than what numbers say about me. Kuby H., 2001
The students who make it under a variety of circumstances have key features in common—most notably relationships with confident, competent adults who believe in them.Ann S. Masten, University of Minnesota
Success appears to be contingent on whether [faculty, staff] can validate students in an academic or interpersonal way.
Even the most non-traditional students can be transformed into powerful learners through in- and out-of-class academic or interpersonal validation. Dr. Laura Rendon, 1994
Five will finish high school.
Two will go to college.
One will enroll in a private college.
YOU ARE THE ONE!!
Brian Stanley, Director of the Office of Black Student Programs, Saint Mary’s College of California
I think this worked for me because it challenged me to think differently about my experience. I was special (10 Black kids).… Brian Stanley
I felt special because I really thought back on all of the people who I went to school with, and I am the “one” that made it…. Demitri T. 2000 Entering First -year
Everyday, make a list of the things you have to do,
Then do them.
JUST DO IT!!
The thing that always stood out most for me was the $100 a class...
Amy Bell Lasallian Volunteer/Teacher
COST OF ATTENDANCE(Financial aid budget for tuition, room board/commuting, books, etc.)+FOREGONE EARNINGS(money NOT earned because of college attendanceTOTAL COST OF ATTENDANCETOTAL NUMBER OF CLASSES PER YEAR
…Whenever my roommates or I wanted to stay home from class, we would actually tell each other, “OK, just throw a $100 bill out the window!”
HARD WORK TIME
A major challenge for first year college students is not that there isn’t enough time, it’s that there’s too much time and they’ve had little experience managing time effectively.
For example, using my time wisely by either being in class or studying between 8:00 a.m. to 4:00 or 5:00 p.m. everyday.
Kuby H., 2000
Defining a major
Developing mature interpersonal relationships
End of orientation through completion of GE and lower division major requirements
When the choice really fits, it has great motivational force; it releases energy and enthusiasm that can power a wide range of learning and personal development.
It was time to choose my major. I went to see you about this. I told you that I was thinking about a major in business because it seemed practical. You asked me, "What do you like", "What are you interested in".
It was as if you have me the emotional permission to follow what I wanted to do, which was something in the international field.
Holly J. Nelson,
International Technology Attorney
Think in terms of a “Field of Study” rather than a Major. Being in a major, satisfying college and departmental requirements, and getting a degree are not the same as getting an education.
(Schein,Laff & Allen, 1987)
“What courses do I need to take?”
“How do I want to live my life?”
“What can I do in college to help move me toward my vision of my future?”
You must rise above “C” level
You must “B” somebody
“A” Person Brian Stanley, Director Office of Black Student Programs Saint Mary’s College of California
Optimizing Learning (vs. Grades)
I think [this] worked for me because [it] challenged me to think differently about my experience. I had to get above average grades and I could do it as well. That is what worked for me.Brian Stanley Doctoral Student Mills College
Professional 13.7 2002 CIRP Survey
When you get out in the world, nobody is going to ask what grade you got in Freshman Comp. They’ll only expect you to show that you can write….
In my judgment, our best leverage is helping students to recognize that their long run payoffs come not from good grades but from learning that lasts.
Students have a realistic understanding of the demands of courses….Strongly agreeagree 15% Disagreestrongly disagree 58%Continuing Survey of Faculty
Entering students, in particular, seem to underestimate the requirements of courses and the amount of work required to achieve better grades.. Survey of Faculty 2002
46% reported A/A- as their average high school grade.95% earned a B average or higher. 60% expect to earn at least a B average in college. 2002 CIRP Freshman Survey
Today’s average high school graduate completes high school with better than a “B” average and yet reads below the eighth grade level. College Responses to Low Achieving Students. Roueche, Baker and Roueche. 1984.
Grade inflation got started in the late 60s and early 70s…The grades faculty give now deserve to be a scandal. Professor Harvey Mansfield Harvard University, 2001
Grades A and B are sometimes given too readily--Grade A for work of not very high merit and grade B for work not above mediocre… One of the chief obstacles to raising standards is the readiness with which students gain passable grades for sham work….
Report of the Committee on Raising the Standard,
Harvard University, 1894
How many hours did you study during a typical week in your last year of high school?
14.7% More than 10 hours
66.5% Five hours or less
37.9% Less than two hours a week!!2002 CIRP Freshman Survey
A major part of working with first year students is helping them understand that they’re not in high school anymore….ProfessorSam Gorovitz Syracuse University
How long do you study??
Until you know it. Gina M., Account Executive
(Hovland, Janis, & Kelly; Katz & Lazarsfeld)
I remember the first time I came into your office - a requirement. I didn't like being required to see anyone. I do believe I was just "slightly" inappropriate in my demeanor. What I remember is that I sat down, started to voice my irritation, you smiled, leaned back in your chair, and just let me finish. Holly Nelson
I always knew that you had high expectations for me, and even when I began to fail, I never felt that your attitude toward me changed. Kirby Coleman, Celebrity Portrait Artist
When verbal communication is ambiguous we usually trust nonverbal messages. Awareness and control of our own nonverbal communication is important. Chickering, 1994
As academic advisors, we can be mightily helpful to students of whatever age who are facing graduation….We can help students leave with optimism, enthusiasm, and a sense of being in charge of their own futures.Arthur Chickering, 1994
Higher education has consistently improved and expanded its efforts to assist students to move in an move through college. However, greater attention needs to be paid to support students as they make the transition from college and into the next phases of their lives.
We need to recognize seniors as students in transition and take efforts to support such transitions.John N. Gardner and Gretchen Van der Veer The Senior year Experience: The Second Critical Transition,
The institution’s job is not just to help students make it through college, but to aid them in charting life’s harder courses....Chronicle of Higher Education, 10/11/01
“Petire” to seek
Compete = Seek together
THE KEYThe biggest and longest lasting reform of education will come when individual faculty or small groups adopt the view of themselves as reformers within their immediate spheres of influence.K. Patricia Cross, 1989
Institutions don’t change… Institutional/organizational change happens only when individuals take the initiative to create change in their areas of responsibility.Peter Senge, MIT Center for Organizational Learning