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Conceptual and Relational Issues in Academic Advising
Compass ProjectLearning Community Meeting
Tom BrownApril 23, 2010
www.tbrownassociates.com [email protected]
The context for this session:
A continued focus on student learning, engagement and success.
Shift in emphasis….
1970s and 80s Access1980s and 90s Retention1990s forward Success
Alfredo de los SantosArizona State University
A continuing shift….
TeachingLearning
Student Success
Vincent Tinto, Syracuse University, 2007
We recognize that student success is more than just graduation; it is the demonstration of achievement and the sense of accomplishment that gives students options beyond graduation.
BSC Project Compass Proposal
Student SuccessAcademic achievementEngagement in educationally purposeful activitiesSatisfactionAcquisition of desired knowledge, skills and competenciesPersistenceAttainment of educational objectivesPost-college performance.
George Kuh & Associates, 2007
Faculty members, whose first priority is excellence in teaching, are committed to working closely with students as instructors, academic advisers, and mentors….
ECSU Fulfilling The Mission
Academic Advisors:
Lights in the Labyrinth
Academic advising is the only structured activity on campus in which all students have the opportunity for on-going one-to-one interaction with a concerned representative of the institution.
Wes Habley, ACT
TRIAD FOR STUDENT SUCCESS
High Quality Teaching
Comprehensive Support Programs
DevelopmentalAcademic Advising
A key question:
Does academic advising matter to student success?
No student service is mentioned in retention research more often as a means of promoting student persistence than academic advising.
The Strategic Management of College EnrollmentsHossler and Bean, 1990
Quality interaction with faculty seems to be more important that any other single college factor in determining minority student persistence.
Levin and Levin1991
Making the Most of College
Good advising may be the single most underestimated characteristic of a successful college experience.
Richard Light, 2001
Research has shown that advising improves student retention rates through the establishment of relationships with faculty or staff members who help students to clarify their academic and career goals.
Noel Levitz 2006
Next to the quality of instruction, academic advising is consistently the next most important area of the college experience to students.
Five Year Trend Study- National Student Satisfaction ReportNoel Levitz 2006
If faculty and staff were knowledgeable about retention strategies and the needs of FFMI students, they would work to meet those needs.
LSC Project Compass Proposal
Three interventions with greatest impact on student retention in 4-year public colleges
1. Academic advising—integrating advising into first year programs, advising specific populations.
2. First-year programs—first year seminars, learning communities, etc.
3. Learning support—required developmental coursework, tutoring, comprehensive learning assistance.
The more interaction students have with faculty and staff, the more likely they are to learn effectively and persist toward achievement of their educational goals.
Academic advisors can mediate the gap between student experiences and
their expectations.
The Status of Academic Advising
Sixth National Survey 2004
2122 Institutions Responding
ACT National Academic Advising Association
(NACADA)
Faculty continue to be the primary deliverers of academic advising. 6th National Survey on Academic Advising, 2004
Too often faculty members are left to sink or swim when it comes to effective student advising—they are blamed for something they lack the professional training to do.
Dr. Yolanda MosesPresident, AAHEFaculty Advising Examined, 2003
Most faculty report having had little or no training or other preparation prior to being assigned advisees on their campuses
Brown Survey of Faculty, 2001-2009
When I first began to advise, I had adequate preparation and training. (n=1570)
Strongly agree/agree 30%
Disagree/strongly disagree 53%
Brown Survey of Faculty, 2001-2009
Adequate preparation and training?
I began getting advising folders in the campus mail even before I was actually an advisor. No one told me why I was getting them or what to do with them….
Brown Survey of Faculty, 2001-2009
Adequate preparation and training?
I had no advising preparation at all. I learned by trial and error….
Brown Survey of Faculty, 2001-2009
Lowest Ratings for Advising Program Effectiveness
Sixth National Survey on Academic Advising (2004)
1997 2004
8. Implementing training program for advisors 2.7 3.05
9. Evaluating effectiveness of advising program 2.63 2.77
10. Evaluating effectiveness of advisors 2.68 2.76
11. Rewarding good advisor performance 2.16 2.42
5-Very effective 4-Effective 3-Neutral2-Ineffective 1-Very Ineffective
TRIAD FOR ADVISING EXCELLENCE
AssessmentAnd Evaluation
Recognition & Reward
Advisor Development
Many key competencies are developed
after educators arrive on campus.
Therefore, colleges must assume the
responsibility for teaching and
developing their own educators to
enhance student learning inside and
outside the classroom by providing
professional development programs.
Brown & Ward, 2007
LSC will use Project Compass to design and implement professional development that provides faculty and staff with the resources they need to prepare every student for success…
LSC Project Compass Proposal
Engage Adjunct Faculty
Derek Bok stresses the importance of ensuring that adjunct faculty be properly trained in order for campuses to attain their educational goals…
Our Underachieving CollegesDerek Bok, 2006
The Center for Education Excellence will facilitate formation of a blended community of part-time and full-time faculty related to best practices for advising, tutoring, teaching and learning at Eastern…
ESCU Faculty/Staff working Group
Redefining academic advising:
From prescriptive to developmental.
From an event to a process.
1960s Definition
Academic Advising
“A task concentrated during registration and enrollment that consists mainly of aiding students in the selection of courses.”
Handbook of College AdministrationAsa Knowles1965
Academic Advising…
a systematic process based on a close advisor student relationship intended to aid students in achieving their personal, educational, and career goals….
focuses on helping students to acquire skills and attitudes that promote their intellectual and personal development.
assists students to make full use of campus and community resources in the process.
Developmental Academic AdvisingWinston, Miller, Ender, Grites & Associates. 1984
Faculty and staff who work as advisors assist students with advising or degree program questions, goal setting, course registration, referral to campus resources, and other services designed to contribute to their academic experience.
UMPI website
The Academic Advising Center coordinates the advisement services for the registration process of new and continuing students. The Advisement Center provides students with information and assistance regarding academic-related matters, handles students’ academic appeals for courses outside a student’s major program, and provides academic support services to freshmen, undeclared, and probationary students.
ECSU
Bridgewater State College has a commitment to provide academic advising for every matriculated undergraduate. This program provides each student a minimum of five advising contacts, starting with New Student Orientation, and extending through the first semester of enrollment.
Quality advising at Lyndon State is a collaborative relationship between a student and an academic advisor [and] empowers students to realize their maximum educational potential. Quality advising helps students clarify life and career goals and provides referrals to campus resources.
Advising is more meaningful when treated as a teaching process rather than a product.
Academic Advising for Student Success:
A System of Shared Responsibility Susan Frost. 1991
Teaching and advising need to be part of a seamless process, sharing the same intellectual sphere, informed by a relatively consistent educational philosophy.
Robert M. Berdahl, Historian and President University of California, Berkeley
“Teaching Through Academic Advising: A Faculty Perspective.”
Shared Goals of Teaching and Advising
• Increase knowledge
• Enhance critical thinking abilities
• Skills acquisition
• Increase problem solving abilities
• Broaden Perspectives
• Integration of learning: making connections
and finding meaning
Increase Knowledge
Purposes of college and learningAbout themselvesAbout the worlds in which they live and will live their lives
Advisors teach students to:
Value the learning process
Put the college experience into perspective
Core ValuesNational Academic Advising Assn
Enhance Critical Thinking
Advisors help students think through short-term decisions and long-range plans, which enables students to take charge of their lives.
Empowering Lifelong LearningArthur Chickering
Fall 1994 NACADA Journal
Advisors teach students to make decisions.
Core ValuesNational Academic Advising Assn
Skills Acquisition
As students frame questions about the future and seek information needed to formulate answers, they practice behaviors and develop skills they will use throughout their lives.
Academic Advising for Student SuccessSusan Frost, 1991
Problem Solving
The fundamental purpose of academic advising is to help students become effective agents for their own lifelong learning and development.
Chickering, 1994
A goal of education is helping students to think and solve the problems of life….
Broaden Perspectives
Learning vs. grades
Students are afraid: afraid of failing, of not understanding, of having their ignorance exposed or their prejudices challenged, of looking foolish in front of their peers….
Parker PalmerThe Courage to Teach, 1998
Role of failure
Those students who do well in my class aren’t afraid to fail. If they read a problem and don’t instantly know how to do it, they don’t quit or feel embarrassed. They understand that they’re not failing the course because of a failed experiment. Faculty Viewpoint Understanding University Success, 2003
Role of Criticism
Students need to be willing to receive a critique of their work without perceiving it as an attack on their integrity, intelligence or creativity.
Faculty Viewpoint Understanding University Success, 2003
Integration of Learning
Do Students recognize the value of general education requirements? (n=1555)
Strongly agree/agree 21%
Disagree/strongly disagree 52%
Brown Survey, 2001-2009
Do Students recognize the value of general education requirements?
Major, Major, Major!
Students, for the most part, have tunnel vision where their studies are concerned
Brown Survey of Faculty, 2001-2009
Making the Most of College
The most effective advisors ask questions or posed challenges that forced students to think about the relationships between their academic work to their personal lives.
Richard Light, 2001
Field of Study
vs.
Major/Program
Exercise:Constructing a field of study
The question students should seek to answer through advising...
NOT….
“What courses do I need to take?”
The questions students should seek to answer through advising...
“How do I want to live my life?”
“What can I do at this college to help me move toward this vision of my future?”
Big enough questions…
What is it you plan to dowith your one wild and precious life?
The Summer DayMary Oliver, 1992
HIERARCHY OF ADVISING
Life goals, values, abilities, interests, limitations
Vocational/career goals
Academic program/Field of Study
Selection of courses
Scheduling classes
Terry O’Bannion, 1972, 1994
HIERARCHY OF ADVISING
Life goals, values, abilities, interests, limitations
Vocational/career goals
Academic program/Field of Study
Selection of courses
Scheduling classes
Terry O’Bannion, 1972, 1994
Academic advising is assisting students to share the responsibility for academic planning with faculty, with students finally being able to find their own answers and use their advisors as sounding boards.
Academic Advising for Student SuccessSusan Frost, 1991
Advisor Responsibilities
• Help students define and develop realistic goals
• Identify special needs
• Connect students to available resources
• Assist students to plan consistent with their goals, interests, aptitudes & limitations• Monitor progress toward goals
• Discuss linkage between academic preparation and careers
Advisee Responsibilities
• Gather relevant decision making information
• Clarify goals, interests, and values
• Become knowledgeable about programs, policies, requirements and procedures
• Accept responsibility for decisions
Student Responsibilities
Build rapport with his/her advisor. Determine his/her educational goals and make an educational plan that includes courses and out-of-class activities. Know curriculum requirements and track progress toward graduation. Follow college policies, procedures (such as add/drop), and deadlines
Student Responsibilities
Use advising sessions effectively by making appointments, arriving on time, bringing needed materials, askingspecific questions, and expecting advisors to work with them. Check campus e-mail at least twice per week and daily during the week registration opens.
Advisement is a two way street
Faculty suggested that students’ educations cannot be meaningful if they don’t take ownership of their educations…
ESCU Self Assessment Report
A Shared Responsibility: A Model
Changing Environment & Changing Students
1st Year 2nd Year 3rd Year4th, 5th, 6th Year
Creamer, 2000
Need for Information
Need for ConsultationChanging Needs for Advising
Changing Environment & Changing Students
1st Year 2nd Year 3rd Year4th, 5th, 6th Year
PRESCRIPTIVE DEVELOPMENTAL
Lynch, 1989; Brown& Rivas, 1994; Creamer, 2000
Need for Information
Need for ConsultationChanging Needs for Advising
Moving In Moving Through Moving On
Changing Contexts for Advising
Changing Environment & Changing Students
1st Year 2nd Year 4th, 5th, 6th year & beyond
PRESCRIPTIVE DEVELOPMENTAL
Lynch, 1989; Brown& Rivas, 1994; Creamer, 2000; Brown, 2006
Need for Information
Need for ConsultationChanging Needs for Advising
Moving In Moving Through Moving On I I/S I/S S/I S I = College/University faculty, advisors, etc. S = The student
Changing Contexts for Advising
Students need the support of advising programs and academic advisors as they make three critical transitions:
Moving into college
Moving through college
Moving on from college
Students need the support of advising programs and academic advisors as they make three critical transitions:
Moving into college
Moving through college
Moving on from college
Students who leave college often do so as the result of experiences during the first six weeks….
Astin, Crockett, Tinto
Students need additional academic advising and planning during their first year…
ESCU Strategy #3: Improving First-Year Advising of Project Compass most at-risk students
National Drop Out RatesFreshman to Sophomore Year
Mean %
Overall 34.3Four-year public MA 30Traditional (950-1070 SAT mean) 29.5Liberal (870-990 SAT mean) 35.9
National Drop Out RatesFreshman to Sophomore Year
Mean %
Overall 34.3Four-year public MA 30Traditional (950-1070 SAT mean) 29.5Liberal (870-990 SAT mean) 35.9BSC 26ECSU 26LSC 47UMPI 37
Helping students move into college is far and away the most important task for academic advisors.
Professor Arthur Chickering, 1994
New students make an effective transition to the university community by participating in a first year program. This program encourages academic excellence, creativity, student involvement and self-understanding and fosters a commitment to diversity and civility.
ECSU Fulfilling the Mission
Progress at BSC First-year students of color
Cohort year Persistence Rate Year 1-2
2004 65.2%2005 67.62006 71.02007 73.22008 80.2
Progress at BSC First-year students Low SES
Cohort year Persistence Rate Year 1-2
2004 74.8%2005 72.12006 71.02007 77.02008 80.8
What are some issues that advisors need to address with first-year students?
Students usually have a realistic understanding about the demands of academic work and what is required to be successful in their classes. (n = 1587)
Strongly agree/agree 13%
Disagree/strongly disagree 69%
Brown Survey of Faculty, 2001-2009
Do students understand what is required to be successful in
college?
Most of them don’t have a clue! They see college work as an extension of high school, and for most of them high school involved little effort.
Brown Advising Survey, 2001-2007
58% reported A/A- as their average high school grade.
93% earned a B average or higher.
65% expect to earn at least a B average in college.
2008 CIRP Survey Public Universities
Do students understand what is required to be “successful”?
How many hours did you study during a typical week in your last year of high school?
36% More than 10 hours 51% Five hours or less 44% Less than two hours a
week!!
CIRP Freshmen Survey Public Universities, 2008
Students have a realistic understanding of what is required to be successful.
My favorite comment from students:
“This is way not high school….”
Brown Advising Survey, 2001-2008
A major part of working with first year students is helping them understand that they’re not in high school anymore…
Sam Gorovitz, Professor of PhilosophyFormer Director, First-Year ProgramsSyracuse University
Most students are never taught how to study. We call it the “hidden curriculum.”
Marcy FallonUniversity of Maryland, 2002
Preparing for a “big test”
Say a prayer—that’s what I do.Eat lots of peanut butter or other “brain foods.”Listen to Enya the night before a test.
University of Utah Chronicle of Higher EducationDecember 6, 2002
I have to teach students how to study before I can get to course content…
Faculty Member Odessa Community College, 2005
Advisor Skills
• Listening--Comfortable with silence
• Open-ended questions
• Providing clarification and feedback
• Being positive
• Self-disclosing
• Offering options and alternatives
No one expects advisors to be counselors and tutors. Referrals are best if advisors initiate the connection or coach students about how to make the connection themselves.
LSC Self Assessment Report
Referral Skills
• Know how to refer and when
• Don’t refer too quickly
• Know referral resources
• Clarify reasons for referral
• Explain what referral resource will provide
• Refer to a specific person
• Assist in making the appointment
• Follow-up
AcademicAdvising
Orientation
SupportServices
Retention
FinancialAid
Assessment
LearningAssistance
Career/Life
Planning
InstructionalFaculty/Programs
Registration
Counseling
Servicesfor
SpecificGroups
Students referred to one service will use other services without referral….
ESCU Self Assessment Report
Intrusive Advising?
Intrusive Advising?
Active Outreach Advising
Intrusive advising has been shown to improve the effectiveness of advising, enhance student academic skills and increase retention.
Earl, 1987
Studies have shown that probationary students have higher GPAs when intrusive advising is used. Heisserer & Parette, 2002
There is compelling evidence regarding the importance students place on the value of intrusive advising relationships in the context of their ability to persist.
DeAnna Burt, 2009
Students who were happiest with their Portfolios of Excellence (POE) experience were those who had a peer mentor who reached out to them to take charge of the connection and where a professional or faculty mentor was easily available.
BSC POE Focus Group Report
Intrusive Advising
Intrusive advising does not mean “hand holding” or parenting. Rather, it does mean active concern and a willingness to assist students to explore programs and services to improve their skills and motivate them to persist toward their goals.
Intrusive AdvisingIntrusive advising means taking a personal interest in students and approaching them with an open caring attitude.
A personal relationship with a concerned member of the campus community can reduce the psychological distance that hinders academic integration.
Intrusive Advising Strategies
Assessment and placementMandated orientation programsRequired advising meetingsLearning communitiesFirst-year seminar coursesEarly alert systems
The university will employ intrusive first year advising…
ESCU Strategy #3: Improving First-Year Advising of Project Compass most at-risk students
Academic advising is the only structured activity on campus in which all students have the opportunity for on-going one-to-one interaction with a concerned representative of the institution.
Wes Habley, ACT
Comments?
Questions?
Challenges?
Successes?
Active Outreach Advising:People AND Programs
Required Advising Meetings
Structured content: What should be discussed and when?What would be discussed at a first advising meeting?At a meeting three weeks into the first term?At a meeting following midterms?Prior to registration for the following term?At the first meeting of the following term?
Early alert systems
Identify students who are having difficulty and also provide recommended sources of assistance.
These were originally sent to faculty through campus mail, but they are increasingly available in web-based formats.
Intrusive Advising Strategies
Midterm grades/progress reports Supplemental InstructionPeer Support/Study groupsClear statements of responsibilitiesAdvising “contracts”Mentor/Peer mentor programsOthers??
SUCCESS=
Commitment+
Determination+
HARD WORK
Jaime Escalante
SUCCESS=
Commitment+
Determination+
HARD WORKTime
The intrusive model is proactive and seeks to address problems as they emerge, rather than being reactive. Essentially, advisors reach out to help students instead of waiting for students to seek help.
University of Minnesota General College
