Academic advising Jade Perry & Vinika Porwal The Pennsylvania State University
Overview • Project introduction • Institutional characteristics • Findings • Challenges • Recommendations • Conclusion • Questions?
Project introduction • “The primary purpose of Academic Advising Programs (AAP) is to assist students in the development of meaningful educational paths (Academic advising programs: CAS standards and guidelines, n.d., p. 3) • Research questions: • How might an adviser support students in their academic pursuits toward graduation? • How do institutional characteristics influence academic advising? • How are academic advising and student retention and success connected? • What role does academic advising play as a functional area within student affairs?
Institutional characteristics • Temple University • Penn State University • Juniata College • Public • Urban • Large student body • Division I Athletics • Commuter campus • Decentralized academic advising • “Split” model • Stephanie Cohen • Professional Advisor, College of Science and Technology • Private liberal arts • Rural • Small student body • No Greek life • Centralized academic advising • Two-adviser system • Sarah Clarkson • Director, Academic Support Services • Public • Suburban/rural • Large student body • Division I Athletics • Bureaucratic • Decentralized academic advising • Joane Stoneberg • Programs Coordinator, Division of Undergraduate Studies
Findings Prescriptive vs. Descriptive/ Developmental advising style • Institutional size/bureaucracy • Organizational structure • Retention efforts
Findings (cont.) • Institutional Size & Bureaucracy
Findings (cont.) • Retention Efforts • Which students are “at-risk”? • How do institutions retain at-risk students? • Retention, institutional size, and adviser responsibility
Challenges • Bureaucracy • Student engagement • Few students use services • Outreach methods • Interpretations of academic advising • What is advising? • Who should be advising?
Recommendations • Revamp student engagement • Online chats • Twitter/Facebook • Streamline paperwork • Intentional intrusive advising for at risk students • Identify at-risk students early • Mandatory advising • Students: BE PROACTIVE!
Conclusion • Role of academic advising in student affairs • Commonalities • Multi-faceted and multi-dimensional • What we talked about • Project outline and research questions • Institutional characteristics • Findings • Recommendations for improvement
References • 2010-2011 Common data set, Penn State University Park B. Enrollment And Persistence. (n.d.).2010-2011 Common data set, Penn State University Park B. Enrollment And Persistence. Retrieved October 25, 2011, from http://www.budget.psu.edu/CDS/Enrollment.asp?Location=UP&AY=20102011 • Campbell, S. M., & Nutt, C. L. (2008). Academic advising in the new global century: Supporting student engagement and learning outcomes achievement. Peer Review, 4-7. • Council for the Advancement of Standards in Higher Education (CAS). (2005). Academic advising programs: CAS standards and guidelines. Retrieved from http://www.cas.edu/getpdf.cfm?PDF=E864D2C4- D655-8F74-2E647CDECD29B7D0 • Crockett, D. S. (1978). Academic advising: a cornerstone of student retention. New Directions for Student Services, (3), 29-35. • Crookston, B. B. (1994). A developmental view of academic advising as teaching. NACADA Journal, 14(2), 5-8. • Godwin, G. J., & Markham, W. T. (1996). First encounters of the bureaucratic kind: early freshman experiences with a campus bureaucracy. The Journal of Higher Education, 67(6), 660-690. • Heisserer, D. L., & Parette, P. (2002). Advising at-risk students in college and university settings. College Student Journal, 1(36), 69-83. doi:0206003829009 • Juniata College. (n.d.-a) Academic support services. Retrieved from http://www.juniata.edu/services/acadsupport/ • Juniata College. (n.d.-b) Institutional profile. Retrieved from http://www.juniata.edu/about/glance.html • Kelly, J. (1995). Faculty speak to advising. New Directions for Teaching and Learning, 62, 13-24. • Museus, S. D., & Ravello, J. N. (2010). Characteristics of academic advising that contribute to racial and ethnic minority student success at predominantly white institutions. NACADA Journal,30(1), 47-58.
References (cont.) • O’Banion, T. (1994). An academic advising model. NACADA Journal, 14(2), 10-16. • Pardee, C. (2004). Organizational Models for Advising. NACADA organizational structures for advising. Retrieved October 21, 2011, from http://www.nacada.ksu.edu/clearinghouse/advisingissues/org_models.htm • Sanford, N. (1966). Self and society: Social change and individual development. New York: Atherton. • Smith, J. (2002). First-year student perceptions of academic advisement: A qualitative study and reality check. N ACADA Journal, 22(2), 39-49. • The College Board. (2011a). Juniata College. Retrieved from http://collegesearch.collegeboard .com/search/CollegeDetail.jsp?match=true&collegeId=221&searchType= college&type=qfs&word=Juniata • The College Board. (2011b). Penn State University Park. Retrieved from http://collegesearch.collegeboard.com/search/CollegeDetail.jsp?collegeId=4136&type=qfs&skey= penn%20state • The Education Trust. (2009a). [Bar graph illustration graduation rate data]. Pennsylvania State University-Main Campus. Retrieved from http://collegeresults.org/search1a.aspx?institutionid=214777 • The Education Trust. (2009b). [Bar graph illustration graduation rate data]. Juniata College. Retrieved from http://collegeresults.org/search1a.aspx?institutionid=213251 • The Pennsylvania State University. (2011a). Advising at Penn State. Retrieved from http://advising.psu.edu/advatpsu.htm • The Pennsylvania State University. (2011b). Division of undergraduate studies. Retrieved from http://dus.psu.edu/about/ • The Pennsylvania State University. (n.d.) Six-year graduation rates [Data file]. Retrieved from http://www.budget.psu.edu/factbook/StudentDynamic/GradRetRateSummaryEthnic.aspx?YearCo de=2011&ratetype=grad&FBPlusIndc=N