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Maximizing The Impact Of Advising On Student Success. Dr. Wes Habley Assistant Vice President, Strategic Partnerships ACT, Inc. Additional Symposium Sessions. Organizing & Delivering Advising: Models for Success Wes Habley Training Academic Advisors:

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maximizing the impact of advising on student success

Maximizing The Impact Of Advising On Student Success

Dr. Wes Habley

Assistant Vice President, Strategic Partnerships

ACT, Inc.

additional symposium sessions
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

the potential impact
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.

slide4
Academic advising is theonly structuredactivity on thecampus in which all studentshave the opportunity forone-to-one interactionwith aconcerned representativeofthe institution.

The potential impact

the core beliefs
The core beliefs
  • Conceptual
  • Organizational
conceptual beliefs
Conceptual beliefs

Advising must be broadly defined

1960 s definition of advising
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

advising defined
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

advising defined1
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

advising defined2
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

more than the 60 s definition
More than the 60’s definition

Advising is a relationship based on…

  • Collaboration
  • Learning
  • Growth
  • Sharing
  • Decision-Making
  • Maximizing Higher Education
conceptual beliefs1
Conceptual beliefs

Advising must be defined broadly

Advising is a form of teaching

advising a form of teaching
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

advisors teach students
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

advisors teach students1
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

advising programs
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

the role of advising
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)

pause for questions
Pause for Questions……

If you have not already done so, please submit questions using the chat function

conceptual beliefs2
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

the underlying assumption
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.

the underlying assumption1
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.

the underlying assumption3
The underlying assumption

students who are willing to admit they are undecided

the underlying assumption4
The underlying assumption

students who are willing to admit they are undecided

students who changed their minds from application to orientation

the underlying assumption5
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)

o banion advising paradigm
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

o banion advising paradigm1
O’Banion advising paradigm

4. Selection of Classes

5. Scheduling of Classes

o banion advising paradigm2
O’Banion advising paradigm

1. Exploration of Life Goals

2. Exploration of Career/Educational Goals

3. Selection of an Educational Combination

o banion advising paradigm3
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

conceptual beliefs3
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

types of attrition
Types of Attrition

Expected and Justified

types of attrition1
Types of Attrition

Expected and Justified

Stopping Out

types of attrition2
Types of Attrition

Expected and Justified

Stopping Out

Unnecessary and subject to institutional intervention

retention
RETENTION

The process of holding or keeping in one’s possession

retention1
RETENTION

The process of holding or keeping in one’s possession

attrition
ATTRITION

The process or state of being gradually worn down.

attrition1
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]

persistence
PERSISTENCE

To continue to exist or prevail

persistence1
PERSISTENCE

To continue to exist or prevail

expectations vs experience
Expectations vs. Experience

ExpectExperience

20 %

Be undecided 7%

expectations vs experience1
Expectations vs. Experience

Be undecided 7%

Change majors 12

ExpectExperience

20 %

65-85

expectations vs experience2
Expectations vs. Experience

Be undecided 7%

Change majors 12

Fail a course 1

ExpectExperience

20 %

65-85

16

expectations vs experience3
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

expectations vs experience4
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

expectations vs experience5
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

academic advising
Academic Advising…

…provides assistance mediating the dissonance between student expectations and the realities of the educational experience.

Habley, 1983

themes of attrition
Themes of Attrition

Academic Boredom

themes of attrition1
Themes of Attrition

Academic Boredom

Academic Underpreparedness

themes of attrition2
Themes of Attrition

Academic Boredom

Academic Underpreparedness

Lack of Certainty inmajor/career choice

themes of attrition3
Themes of Attrition

Academic Boredom

Academic Underpreparedness

Lack of Certainty inmajor/career choice

Transition/adjustment Difficulty

themes of attrition4
Themes of Attrition

Academic Boredom

Academic Underpreparedness

Lack of Certainty inmajor/career choice

Transition/adjustment Difficulty

Dissonance/Incompatibility

themes of attrition5
Themes of Attrition

Academic Boredom

Academic Underpreparedness

Lack of Certainty inmajor/career choice

Transition/adjustment Difficulty

Dissonance/Incompatibility

Irrelevancy

advising and themes of attrition
Advising and Themes of Attrition

Academic Boredom

Academic Underpreparedness

Lack of Certainty inmajor/career choice

Transition/adjustment Difficulty

Dissonance/Incompatibility

Irrelevancy

what works in student retention 2010
What Works in Student Retention (2010)
  • Survey sent to 2,995 colleges
  • Survey Sections
    • Institutional Characteristics (24 items)
    • Student Characteristics (20 items)
    • Campus Practices (84 items)
  • Returned by 1,061 colleges (35.4%)
    • 228 (42.5%) four-year public colleges
    • 401 (31.5%) four-year private colleges
    • 386 (39.0%) two-year public colleges
retention interventions
Retention Interventions

94 identified retention practices

2 wild cards

Two sub-sections:

Is this intervention offered? (yes or no)

If it is offered, rate the contribution to retention

Five-point Rating Scale

5 = Major Contribution to Retention

4

3 = Moderate Contribution to Retention

2

1 = Little or no contribution to Retention

four year public colleges interventions 3 5
Four-Year Public CollegesInterventions > 3.5
  • training for non-faculty academic advisors 3.70
  • advising interventions with selected

student populations 3.93

  • increased number of academic advisors 3.98
  • integration of advising with first-year

transition programs 3.80

  • academic advising center 3.98
  • center(s) that integrates acad. adv. with

career/life planning 3.56

four year private colleges interventions 3 5
Four-Year Private CollegesInterventions > 3.5
  • training for non-faculty academic advisors 3.64
  • advising interventions with selected

student populations 3.93

  • increased number of academic advisors 3.87
  • integration of advising with first-year

transition programs 3.83

  • academic advising center 3.93
  • center(s) that integrates acad. adv. with

career/life planning 3.60

community colleges interventions 3 5
Community CollegesInterventions > 3.5
  • training for faculty academic advisors 3.62
  • training for non-faculty academic advisors 3.76
  • advising interventions with selected

student populations 3.91

  • increased number of academic advisors 4.01
  • integration of advising with first-year

transition programs 3.87

  • academic advising center 3.87
  • center(s) that integrates acad. adv. with

career/life planning 3.63

rank ordered clusters making the greatest contribution to retention
Rank-ordered clusters making the greatest contribution to retention

Academic Advising

First-Year Transition programs

Learning Support

Assessment/Course Placement

4-public 4-private 2-public

2 3 3

3 2 X

1 1 1

X X 3

http://www.act.org/ Enter “retention” in the search engine

conceptual beliefs review
Conceptual beliefs (review)

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

pause for questions1
Pause for Questions

If you have not already done so, please submit questions using the chat function

beliefs about organization
Beliefs about organization

Academic advising is central to the delivery of services for students

slide67
Etc., etc., etc.

Admissions

Advising

Health

Student

Support

Services

Registration

Counseling

Orientation

Financial Aid

Housing

slide68
Academic

Advising

the role of advising1
The role of advising…

Advising should be at the core of the institution’s educational mission rather than layered on as a service.

Robert Berdahl, New Directions for Teaching and Learning

beliefs about organization1
Beliefs about organization

Academic advising is central to the delivery of services for students

Academic advising must be a coordinated, collaborative process

effective academic advising
Effective academic advising...

CANNOT BE DONE IN ISOLATION.

Advising requires coordination andcollaboration among units across the campus that support and/or provide advising services

slide72
Records

Registration

Coordinated

Processes

Testing

Admissions

Orientation

Academic

Advising

slide73
Registration

Records

Testing

Admissions

Orientation

Academic

Advising

Career/Life

Planning

Learning

Communities

Learning

Assistance

Supplemental

Instruction

First Year

Seminar

Coordinated

Delivery

slide74
Registration

Records

Collaborative Efforts

Testing

Special

Populations

Admissions

Academic

Departments

Orientation

Undergrad.

Colleges

Academic

Advising

Career/Life

Planning

Learning

Communities

Learning

Assistance

Supplemental

Instruction

First Year

Seminar

collaboration and coordination
Collaboration and Coordination

Efficient organization of support services

Full spectrum of support services

Clear definition of those services

Articulation with academic advisors

slide76
Organizing and Delivering

Academic Advising

Wes Habley

June 25

Academic

Advising

beliefs about organization2
Beliefs about organization

Academic advising is central to the delivery of services for students

Academic advising must be a coordinated, collaborative process

Academic advising systems must actively reach out to students

active outreach to students
Active outreach to students

Advisors should be available

at times when,

and in places where,

students make educational decisions

why reach out
Why reach out?
  • An academic advisor is unlike any role model the new student has encountered
why reach out1
Why reach out?
  • An academic advisor is unlike any role model the new student has encountered
  • Students receive advice from all sorts of people and much of that advice is inaccurate, incomplete, or inappropriately value laden
why reach out2
Why reach out?

The use of technology may supplant rather than support the advising process

why reach out3
Why reach out?

The use of technology may supplant rather than support the advising process

The first six weeks of transition are critical to the institution’s retention efforts

why reach out4
Why reach out?

The use of technology may supplant rather than support the advising process

The first six weeks of transition are critical to the institution’s retention efforts

It is easier to anticipate a problem than it is to solve one

beliefs about organization3
Beliefs about organization

Academic advising is central to the delivery of services for students

Academic advising must be a coordinated, collaborative process

Academic advising systems must actively reach out to students

Effective advising programs focus on training, assessment, and recognition

the big three
The Big Three….

It is impossible to do a job well if…

  • no one sets expectations or provides you with tools or resources to do the job (Training)
effectiveness triad
Effectiveness Triad

Advisor Development

effectiveness
Effectiveness

1987 2004

2.4 3.0

Implementing training programs

effectiveness triad1
Effectiveness Triad

Training Academic Advisors

Tom Brown

July 18

Advisor Development

the big three1
The Big Three….

It is impossible to do a job well if…

  • no one sets expectations or provides you with tools or resources to do the job (Training)
  • there is no feedback on effectiveness (Assessment)
effectiveness triad2
Effectiveness Triad

Assessment

Advisor Development

effectiveness1
Implementing training programs

Program evaluation

Advisor evaluation

Effectiveness

1987 2004

2.4 3.0

2.3 2.8

2.3 2.8

effectiveness triad3
Effectiveness Triad

Assessing the Effectiveness

Of Your Advising Program

Tom Grites

July 30

Assessment

Advisor Development

the big three2
The Big Three….

It is impossible to do a job well if…

  • no one sets expectations or provides you with tools or resources to do the job (Training)
  • there is no feedback on effectiveness (Assessment)
  • you receive no recognition or reward for exemplary work (Recognition)
effectiveness triad4
Effectiveness Triad

Assessment

Recognition

Advisor Development

effectiveness cont
Effectiveness (cont.)

1987 2004

2.4 3.0

2.3 2.8

2.3 2.8

2.0 2.4

Implementing training programs

Program evaluation

Advisor evaluation

Advisor recognition

conceptual beliefs4
Conceptual beliefs

Broad definition of advising

Advising as teaching

Career/Life planning

Student persistence

beliefs about organization4
Beliefs about organization

Centrality of advising

Coordination and Collaboration

Active Outreach

Training, Assessment, Recognition

slide98
Academic advising is theonly structuredactivity on thecampus in which all studentshave the opportunity forone-to-one interactionwith aconcerned representativeofthe institution.

The potential impact

slide100
Dr. Wes Habley

Assistant Vice President, Strategic Partnerships

ACT, Inc.

[email protected]

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