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Advising Power: Holistic Approach to Student Success, Academics, Life
Factors, and Career Readiness
Tami Beatty, Carla Jordan, & Jaime Mestres
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Holistic Approach
Centers around academics, career, and life factors Connect students early to university learning supports, first year programming
and academic advising (Drake, 2011)
Student takes responsibility for their education The student is not passive but plays an active role and is changed by the advising
experience (Lowenstein, 2005)
Advisor role changes depending on student’s needs and may reflect the following: catalyst, coach, facilitator, mentor, learner, and resource (Wilcox, 2016)
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Integrated Career Advising
Provides:
o Clearer academic and career direction;
o Intentional and connected exploration of academic, personal, and
career interests;
o Career advantage through enhance skills and confidence in
professional knowledge and abilities (Ayoubi, 2017)
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Great advisors have the capacity to employ “compassionate candor”. I define that as being honest, authentic, and
transparent in your care for the student, while still asking the tough questions or challenging the student’s
perceptions. When the advisor and student connect as unique individuals, great, constructive things can happen.
Christopher Hunn (as quoted in Wilcox, 2015)
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Tami BeattyColumbia
Academic Service
• Advise Three Engineering Disciplines: Electrical, Computer, and Industrial Engineering
• Over 375 students each semester
• Computational Neuroscience, Engineering, and Nuclear Engineering minor students
• SSC 1150 Student Success Seminar for Engineers – Teaching Assistant
• Present to and advise summer welcome students and families
• Advise and Council students in setting and meeting academic goals in their career paths
• Help student identify appropriate resources on campus
• Develop success plans for students impacted by probation or dismissal
Campus and College Processes
• Office of University Registrar Board
• The College of Engineering Diversity and Outreach Initiatives Faculty and Staff Advisory Council
• Coordinate Engineering Commencement Ceremony
• Coordinate Engineering Appeals and Dismissals
Student Activities and Organizations
• Supervised and guided the following student organizations:
• St. Pats Board – Engineers Club Engineers Week
• HKN – Eta Kappa Nu Electrical Engineering Honor Society
• IEEE – Institute of Electronic and Electrical Engineers
• Order of the Engineer for graduating seniors
Degree Program
• Assist the EECS department with six-year re-accreditation process (ABET)
• The EECS Course and Curriculum Committee
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Carla JordanSt. Louis
Academic Services
o Advising area of specialization: Entrepreneurship, International Business, and Management
o Advisees: Over 450 students each semester
o Present and advise at New Student and Transfer Student Orientation Welcome Sessions
o Collaborate with students to help them cultivate and achieve academic and career goals
o Educate and connect students with the navigation of college processes, financial aid, and campus resources
o Develop undergraduate academic plans based on student’s input and goals
o Advise probationary and suspended students on strategies and policies for restoration to good academic standing
Campus and College Processes
o Associate Provost Student Success Advisory Group
o African-American Business Student Retention Task Force
o Black Faculty & Staff Association Nominations Committee
o New Student Programs Academic Group & Steering Committee
Student Development
o Organized and executed Welcome Reception for African-American Business Student Task Force featuring industry executives, student panels, and career pathways
Degree Program
o Collaborate with faculty on current University academic polices and curriculum changes
o Review and confirm that area of specialization programs sheets are accurate and current.
o Liaison between education abroad office and department
Advising Responsibilities
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Jaime MestresColumbia
Academic Service
• Over 150 Textile and Apparel Management majors each semester
• TAM minor students
• Summer welcome students
• Guided students on techniques to achieve academic success
• Referred to appropriate campus resources
• Developed individualized academic plans per student goals
• Counseled probationary students on strategies and policies to return to good academic standing
• Assisted with recruitment by delivering outreach presentations and meet with prospective students
Career Service
• Mentored and advised students regarding career options & teach professional development course each
semester
• Facilitated interviews for students with major retail companies and brands
• Collaborated with Department Chair to secure funding for student events and foster relationships with
industry partners
Student Development
• Organized and executed departmental special events featuring high level industry executives including
Executive in Residence Lectureships, Career Fair, Leadership Conferences, Advisory Board, and Young
Alums Panel
• Supervised and guided the Association of Textile and Apparel Management (ATAM), departmental student
group (2008 Chancellor’s Excellence Award Winner- Most Outstanding Large Organization) for 10 years
Degree Program
• Updated faculty on current University curriculum changes and academic policies
• Prepared and submitted curriculum development and change forms based on departmental decisions
• Ensured degree program sheets and transfer equivalencies are accurate
• Maintained course schedules and catalog for TAM on University web-based systems, MyZou and CourseLeaf
• Liaison between study abroad partner programs, MU International Center, and department
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Academic Class Standing
Tami N=23 Jaime N=15 Carla N=26
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Academic Advising Sessions: 2018- 2019
Tami Carla Jaime
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Time Spent in Each Advising Session
TamiCarla Jaime
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Tami
Topics Discussed in Advising Session
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Carla
Topics Discussed in Advising Session
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Jaime
Topics Discussed in Advising Session
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Jaime
• encourages me to come by for help.
• respects my decisions.• takes a personal interest in me.
• helps me make important educational decisions
(selecting elective courses, exploring academic
majors/minors, etc.).
• seems to understand my
perspective.
• encourages academic success.
• encourages me to assume an
active role in planning my degree.• has assisted me in developing a long-term
education plan.
• is a good listener.
• provides me with choices and
options.
Carla
• encourages academic success.
• provides me with choices and
options.
• respects my decisions.
• is a good listener.• clearly communicates what is my responsibility and
what she can do for me.
• referred (or suggested) me to appropriate campus
resources (Student Success Center, Financial Aid,
Counseling Center, etc.).
• takes a personal interest in me.
• seems to understand my
perspective.• provides me with accurate information.
• encourages me to assume an
active role in planning my degree.
• respects my decisions.
• provides me with choices and
options.
• encourages me to assume an
active role in planning my degree.• encourages me to come by for help.
• encourages academic success.• provides me with accurate information.
• is a good listener.• has assisted me in developing a long-term
education plan.
• referred (or suggested) me to appropriate campus
resources (Student Success Center, Financial Aid,
Counseling Center, etc.).
• seems to understand my
perspective.
Tami
Advantages Disadvantages
Anticipates what students face during their
transitions/phases in college i.e. issues,
roadblocks, concerns
Can be view as prying
Have proactive approach and not reactive stance
to student success
Students may think they have all the answers and
don’t need help so they miss out on crucial
information
Help students understand educational and career
pathway goals
May have a negative connotation “intrusive
advising”
Educate and connect students with campuses
resources and how to navigate resources
Student have to see the value of the holistic
approach
Prepare students for life after college
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Donaldson et al, 2016; Herget, 2017; Miller, 2012
Future Implications
Impacts retention and graduation rates
Early interventions and connects with college students allows students to explore careers, connect with the campus community, and develop career aspirations sooner.
Leads to increased retention and graduation rates addressing the whole student needs and concerns (Lynch & Lungrin, 2018)
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Recommendations
Students make the connection with college experience, career, and life after college by:
oOpen and shared dialogue
oFaculty, advisors, and students should be expected to develop specific goals, strategies and actions plans
oAllow for demonstration of development and outcomes (Melander, 2002)
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Questions?
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Contact Information
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Tami Beatty
573-884-6961
Carla Jordan
314-516-6113
Jaime Mestres
573-882-6425
THANK YOU!
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References
Ayoubi, A (2017). The tremendous beneftis of connecting academic and career advising. Retrieved from http://careerleadershipcollective.com
Donaldson, P., McKinney, L., Lee, M., & Pino, D. (2016). First-year community college students' perceptions of and attitudes toward intrusive academic advising. NACADA Journal, 36(1), 30-42. doi:10.12930/NACADA-15-012
Drake, J. K. (2011). The role of academic advising in student retention and persistence. About Campus, 16(3), 8-12. doi:10.1002/abc.20062
Herget, A. (2017). Intrusive Academic Advising: A Proactive Approach to Student Success. Higher Ed Jobs, November, 9.
Lowenstein, M. (2005). If advising is teaching, what do advisors teach? NACADA Journal, 25(2), 65.
Lynch, J., & Lungrin, T. (2018). Integrating academic and career advising toward student success. New Directions for Higher Education, 2018(184), 69-79. doi:10.1002/he.20304
Melander, E. R. (2002). The meaning of “student-centered” advising: Challenges to the advising learning community. The Mentor, 4(4), 12-14.
Miller, M.A. (2012). Structuring our conversations: Shifting to four dimensional advising models. In Carlstrom, A. & Miller, M.A., 2011 national survey of academic advising. (Monograph No. 25). Manhattan, KS: National Academic Advising Association. Retrieved from the NACADA Clearinghouse of Academic Advising Resources website http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Structuring-Our-Conversations-
Shifting-to-Four-Dimensional-Advising-Models.aspx
Wilcox, E., (2015). Great advisors talk about great advising. Retrieved from http://advisingmatters.berkeley.edu/great-advisors-talk-about-great-advising
Wilcox, E. (2016). An end to checklist thinking: learning-centered advising in practice. Retrieved from NACADA Clearinghouse of Academic Advising Resources Website: http://nacada.ksu.edu/tabid/3318/articleType/ArticleView/articleId/6101/article.aspx
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