Academic Advising at the Crossroads: Where Do We Go From Here?

1. Academic Advising at the Crossroads:Where Do We Go From Here? Nick Sanyal Assistant Professor CSS, Chair UI ACADA John Foltz Associate Dean CALS, Vice-Chair UI ACADA Heather Pearson ASUI Academics Board Cyndi Faircloth Center for Academic Advising

2. Advising: an ASUI concern • Campus 2010 – Advising a major item of discussion Spring 2005 – Advising Survey Results • Almost 2000 students responded • 66% Upperclassmen & Grads; balance were lower-division • 71% had a gpa 3.0 or higher • Approx. 61% were off campus

3. Advising: an ASUI concern Spring 2005: Student Survey • How many times do you visit your advisor per semester? • 69% said 1-3 times; balance were higher • Main purpose for seeing your advisor? • Remove block = 86% • To chat = .01% • Core advising = 27% • Career Advising = 25% • Class help = 23%

4. Advising: an ASUI concern • Spring 2005 Student Survey • Satisfaction with Advisor • Very Satisfied 45% • Somewhat Satisfied 38% • Somewhat dissatisfied 10% • Highly Dissatisfied 5%

5. Advising: an ASUI concern • Reasons for Satisfaction: • “Keeps me up to date on anything he thinks I might be interested in, such as seminars, guest speakers, courses, jobs, etc.” • “Helped me transfer credits properly and helped me with my schedule to complete my degree in 6 semesters.” • “Always immediately works on my questions and returns back with an answer or update ASAP.”

6. Advising: an ASUI concern • Reasons for Dissatisfaction: • Did not provide personal attention to my specific needs (348 respondents) • Did not give me career advice (292 respondents) • Did not help me complete my degree in 8 semesters (263 respondents) • Lack of knowledge about the core clusters (256 respondents) • “Appears so overwhelmed that is avoidant and hard to track down…Answers not always consistent with other department professors’ take on matters, not enough individual support.”

7. Advising the “Millennial” Student • Born in or after 1982 • “Technology” means MP3s, PDAs, camera phones • Daily communication involves cell phones, IMs, Blogs, and email • Thrive on group interaction • Family oriented (“soccer moms”) • Ethnically and racially diverse

8. University of Idaho Academic Advising Association(UI ACADA) • Adopted bylaws February 2004 • Includes both faculty and staff advisors from across campus • Sponsors Advising Symposium during fall semester—a one-day, on-campus, advisor development opportunity

9. UI ACADA Goals: • Increasing advising effectiveness. • Aiding in development of greater understanding of the roll of advising in student learning. • Strengthening University-wide recognition of the significance of advising. • Advocating for high-quality academic advising services for students and implementing an advising assessment process to ensure continuous improvement. • Providing a network of advisors and other student affairs professionals to foster collaboration. • Providing opportunities for professional development for academic advisors and student support personnel.

10. Suggested Responses to ASUI concerns: • Learning Objectives and Outcomes • Institutional mission statement • Assessment of the learning objectives & outcomes • Promotion and tenure process—recognize & reward • Structure delivery of services • Campus advisor development services

11. Learning Objectives and Outcomes(see handout) • Freshmen – some common characteristics • Vulnerable when it comes to good academic planning • Many freshmen enter college with pat, superficial, pseudo-plans • Changes in major are common among freshmen From: Academic Advising: A Comprehensive Handbook, Jossey-Bass, 2000

12. Learning Objectives and Outcomes (cont.) • Sophomores – some common characteristics • Identity crisis = “Sophomore Slump” • May feel less hopeful, less engaged, and less competent • Year of reflection on what they have achieved academically and on what they want to accomplish in the future From: Academic Advising: A Comprehensive Handbook, Jossey-Bass, 2000

13. Learning Objectives and Outcomes (cont.) • Juniors – some common characteristics • Clarify/gain confidence in goals • “year of mastery & commitment” • Advising focus on student evaluation of academic progress & accomplishments From: Academic Advising: A Comprehensive Handbook, Jossey-Bass, 2000

14. Learning Objectives and Outcomes (cont.) • Seniors – some common characteristics • Year of transition • Reflection/Assessment • Four (?) years of undergraduate study should be capped by transition into world of work or grad school From: Academic Advising: A Comprehensive Handbook, Jossey-Bass, 2000

15. Assess Advising Learning Outcomes • Success with learning outcomes can be assessed • Consistent feedback to advisors and departments

16. Promotion and Tenure • Consistent learning objectives assessment • Advisors should receive recognition and be rewarded for their time & efforts in the P/T process • Service v. teaching

17. Draft Mission Statement for Advising • Faculty Staff Handbook needs to reflect current practices. Proposed Academic Advising Mission Statement The mission of academic advising at the University of Idaho is to assist students in relating their needs, values, abilities and goals to the educational programs of the University in order to empower and encourage students to be self-directed learners. Academic advising is the most important way in which students engage with faculty on an individual basis in their pursuit of a college education, thus developing into mature and self-directed students who are capable of thinking, judging, and making appropriate decisions.

18. Advisor Development • Center for Academic Advising Library • Advising Workshops/Advising Take-Out Menu • Advising Symposium (October 14, 2005) • UI ACADA • Excellence in Academic Advising Award • Regional NACADA Conferences • NACADA Membership • NACADA Website www.nacada.ksu.edu

19. UI ACADA suggestions for Faculty Council • Update FSH language to reflect current practices • Adopt institutional Learning Goals & Outcomes for Advising • Encourage implementation of assessment tool • Recommend that advising play a more substantial role in the P&T process

20. Contacts:Nick Sanyal, Assistant Professor CSS;Chair, UI ACADAnsanyal@uidaho.eduJohn Foltz, Associate Dean CALS;Vice-Chair, UI ACADAjfoltz@uidaho.edu