Supporting academic advising: Serving our stakeholders

National Academic Advising Association Newsletter Volume 27, No. 3 September 2004 1

In This Issue2004 Pacesetter Award Recipientfocuses on supporting academic advising

Page 1

President Ruth Darling seeks memberinput on Core Values and theDefinition of Advising

Page 2

Issues in Advising Graduate andProfessional School Studies are discussed by the Commission Chair

Page 3

See advising from the Vantage Point of a small, remote campus advisor

Page 4

Executive Director, Roberta Flaherty,encourages members to consider volunteering and leadership positions

Page 5

Humor Helps us Build BridgesPage 5

Brian Stanley addresses the topic of retention

Page 7

A new monograph, Transfer Students:Issues and Strategies is introduced byco-editor Tom Grites

Page 8

National Conference highlights andinformation

Pages 10–11

Regions and Commissions notesPages 12–13

Professional DevelopmentOpportunities from NACADA

Pages 14–15

Visitwww.nacada.ksu.edufor more information regarding how theassociation can assist you in providingquality advising on your campus.

Supporting academic advising: Serving our stakeholdersCarol A. Cartwright, President, Kent State University2004 NACADA Pacesetter Award Winner

Public universities exist for the public good. That statement of our historic roleimplies a social compact based on trust: Students realize that, regardless of tuition

prices, higher education is the best investment they will make in their long-termeconomic futures. Those students trust the university to provide an education thatis not only of a high quality but also adaptable to changing employment conditionsand capable of improving the quality of their lives.

At Kent State University, to meet the demands of state budget cuts, we have real-located resources and streamlined processes, but always with the goal of protect-ing that public trust by keeping our academic programs strong and nourishing studentsuccess. Our studies show that students succeed most often when we have madesome personal connection that ties them to the university. Academic advisors playa crucial role in linking this human touch with our university mission.

We all have a story of someone who supported us, gave us inspiration, looked outfor our well being, and generally encouraged us to achieve. Advisors, whether theyare full-time professional advisors or faculty in an advising role, represent thedirect contact that is so important to promoting student success and connectednessto the institution. At Kent State, the influence of our advisors is obvious. We feel itis essential in turn to provide systematic approaches that ensure our academic advis-ing continues to assist us in supporting and retaining our students.

Kent State’s current strategic plan focuses on meeting the needs of the peopleserved by the university - “stakeholders” that include everyone from students to thebusinesses that hire them. In order to provide leadership on the objectives, we mustunderstand the needs. When we attempt to specify the desires of the student bodywe find that students respond best to individuals and offices that offer direct, instantcontact. It is for this reason that we have worked diligently for a strong advising net-work at Kent State University. Advisors represent direct communication and out-reach to the student body, and the relationships they create with students promoteeducational as well as lifelong success.

Since my arrival at Kent State in 1991, we have established the Student AdvisingCenter with eight full-time advisors to assist exploratory students, created theRetention Advising Initiative with eight advisors who focus on freshman students,developed a Faculty Advising Workshop Series to enable an annual cohort of 30faculty members to hone their advising skills, and established the Kent AcademicSupport & Advising Association to encourage professional development and researchfor all advising staff and faculty.

With our priorities driving decision-making, we reallocated resources to substan-tially enhance advising services. These efforts primarily benefit students through highereducational achievement. But when we enhance our educational mission, we alsobetter serve the institution, community, and state. The result is a better informed pub-lic that understands the importance of education and its positive role in society.Effective advising fosters students who are more likely to be advocates about theneed for educational funding, more likely to stay active with the university, and morelikely to share their views on education with future generations. As graduates, theyalso contribute to the social, economic and cultural climate of the nation. The entireprocess begins with the initial relationship.

continued on page 6

2 Volume 27, No. 3 September 2004 National Academic Advising Association Newsletter

Dear Colleagues:By now, each of you havereceived a copy of the 2004NACADA National ConferenceBrochure in the mail or havereviewed the information onthe Association’s web site. Ihope you are clearing yourcalendars and making plansto attend our 28th NationalConference where we will celebrate NACADA’s 25thanniversary! Over the past 25 years, NACADA has grownfrom a young organizationwith a charter membership of429 to an association with over

7,800 members, serving critical roles in the development of theprofession and the implementation of quality academic advis-ing on our campuses that focus on student learning.

The conference theme “Building Bridges: Advisors as Architectsfor the Future” is particularly meaningful as we reflect on therole NACADA plays in the professional lives of our membersand ultimately in the academic success of our students. Underthe leadership of Tom Grites (Academic Advising) and MauraIvanick (Core Values), task forces have been focusing on twokey areas for our Association, the development of a statementon the definition of academic advising from the Association’sperspective and the review and update of our Core ValuesStatement. These two documents along with our strategic planshould provide the vision (or the “Bridge!”) for NACADA, ourmembership and the institutions we serve as we engage in ourdaily work.

An important part of this development and review process is toobtain feedback from you on the drafts of these documents.Please note the brief article in this newsletter concerning thestatements on defining academic advising and the core values.Click on the link that will take you to the drafts where you canprovide feedback on-line to the task forces. Also, at the NationalConference, a roundtable session has been scheduled for Friday,October 8 at 10 am, where Task Force members will be pres-ent to review the process of writing and updating the statementsand to share in a discussion of the various issues. These typesof discussions are critical to the Association’s vitality and thesense of vision we share as members of NACADA.

Best wishes to you as the summer orientations and academicterms come to a close and you prepare for another academicyear. Remember that NACADA is an ever present resource foryou via the web site, telephone or in person! I look forward toseeing you in Cincinnati, October 6–9!

Sincerely yours,

Ruth A. DarlingPresident

Ruth A. Darling

Member Input Needed!Two major initiatives of President Darling this year have beenthe review and revision of the NACADA Core Values forAcademic Advising and the development of a NACADADefinition of Academic Advising. Task Forces, chaired byMaura Ivanick and Tom Grites, have developed drafts forthe review and discussion by the membership beforeapproval by the Board of Directors.

Go to http://www.nacada.ksu.edu/discussions.htm to reviewthese important documents, and then please connect to theNACADA Discussion Board and provide input and com-ments on the drafts. In addition, there will be an opportu-nity for discussion and input at the national conference inCincinnati.

NACADA JournalThe NACADA Journal Editors have worked hard to put theJournal back on schedule without skipping any issues. InOctober/Novemeber of 2004, you may expect to receivea double issue (Volume 24, Issues 1 & 2) which will accom-plish this goal! We thank Gary M. Padak and Terry L. Kuhn,Co-Editors, Nancy Vesta, Copy Editor and Marsha Millerfrom the NACADA Executive Office, as well as the manyauthors and book reviewers for making this possible!

First Graduate of the Kansas State University/NACADAGraduate Certificate in Academic Advising Congratulations to Ben Chamberlain who is the first grad-uate of the K-State/NACADA Graduate Certificate inAcademic Advising. Ben, also a recent graduate of theCollege Student Personnel program at K-State and GraduateAssistant in the NACADA Executive Office, will be an advi-sor in the College Business at Iowa State University begin-ning in September. Congratulations, Ben!

It is not too late to apply and register for the GraduateCertificate in Academic Advising. You can register forFoundations in Academic Advising through September 22and for Trends in Career Development through September1. For complete application, registration, and course infor-mation go to www.nacada.ksu.edu/GraduateCertificate/index.htm.

No Time for Professional Development?Take 10 minutes and renew!

Brew a cup of tea, close your door, andcheck out the NACADA Clearinghouse ofAcademic Advising Resources atwww.nacada.ksu.edu/Clearinghouse/Advising_Issues/index.htm. In the time itwill take to drink your cup of tea, you canlearn about a wide range of issues from

tips for advising at-risk students to safety issues in the workplace.

Research your NACADA resources and renew!


A D V I S I N G I S S U E SJust as for those advising undergraduates, the ways in which wesupport our graduate and professional students are myriad,complex and becoming more so. We work hard to define therealities of our profession and seek colleagues with whom tocommunicate and commiserate. In this process many discoverthat while we may be seen as individual “angels of mercy” inour own programs, there are people who do just what we doin most graduate programs. Both faculty and professional advi-sors of post-baccalaureate students face similar challenges,regardless of the discipline or the university. We must find eachother and learn best practices for serving our students and ourprofession.

In her article, Dean Stimpson eloquently identifies the mis-sion, or “deep purpose,” of graduate education as three-fold.1. “... a place where the most promising and lively minds of sev-eral generations come together to work on the central problemsof the time and of the disciplines” and “breaks through con-ventional wisdom.” 2. Graduate school educates the “next gen-eration of scholars, researchers, intellectuals, artists, andeducators.” We can include with this doctors, lawyers, and allother graduates of professional schools. 3. Graduate schools“embody an ideal of a community of advanced inquiry (Stimpson,p. B7)

It is incumbent upon those of us close to the “oil in the engine,”i.e., the students themselves, to find the best ways possible tohelp to fulfill this mission.

Virginia HueskeAdvising Graduate and Professional Students Commission ChairThe University of Texas at Austin(512) [email protected]

ReferenceStimpson, Catherine R. (June 18, 2004). Traditions and Winds

of Change in Graduate Education. In The Chronicle of HigherEducation, p. B6.

If you would like to find out more regarding advising graduatestudents, please visit the Advising Graduate and ProfessionalStudents Commission Web site at www.nacada.ksu.edu/Commissions/C06/index.htm. Connect with colleagues anddiscuss this article on the Graduate student advising electroniclist at www.nacada.ksu.edu/Listserve/C06.htm.

Issues in Advising Graduate andProfessional School StudentsVirginia Hueske, Advising Graduate and ProfessionalStudents Commission Chair

In her recent Chronicle of Higher Education article, CatherineStimpson, Dean of the Graduate School of Arts and Science

at New York University, declared the graduate school to be“the most important stadium on any research-university cam-pus (Stimpson, p. B7).” Of course, we who advise graduate stu-dents and students at professional schools agree. We sometimesthink that teaching and research assistants are the oil that makesa university engine run, an unrecognized truth that would beevident only if grad students suddenly ceased to exist.Nevertheless, as Dean Stimpson points out, things are somewhatbetter for graduate students now than when she was a pursu-ing her Ph.D.

Diversity, interdisciplinarity, and professionalism are gaugesby which we measure improvement over the last several decades.Part of the improvement is due to faculty and professional advi-sors who support these changes. The classic relationship betweena faculty research supervisor and a master’s, doctoral or pro-fessional student is still the essential relationship. Built aroundthat, whether at the large research institution, a small college,or the professional school, those who advise strive to meet theneeds of today’s graduate and professional students.

What do our students need? At a minimum, they need accu-rate, timely and transparent information about program admis-sion requirements, course and degree requirements, professionallicensing, and certification. They need to understand such thingsas the culture of the institution in general and the departmentin particular; how to teach undergrad students and how to nav-igate research labs; how to apply for grants and project fund-ing; how to prepare for, attend and present at conferences.Hard work and a high level of expertise in advising, data man-agement and administration are required of us all.

Is the master’s student fresh from undergraduate school? Maybea little hand-holding is in order, especially if this person isyoung and moved directly into the program without ‘real world’experience. Is the new law school student coming back fromthe workforce with spouse and children in tow? Practical adviceabout health and childcare may be in order. Is the Ph.D. stu-dent nearly finished with course work and facing qualifyingexams? Providing clear directives about how to navigate theprocess will lessen anxiety.

Guidelines for Newsletter SubmissionAcademic Advising News is a quarterly publication of the National Academic Advising Association. Newsletter articles are gen-erally short and informal. Original articles and opinion pieces directed to practicing advisors and advising administrators andhave not been printed elsewhere are welcome. They are printed on a space-available basis and should not exceed 500 words.Articles may be sent to the editor, [email protected].

The deadlines for the newsletter are located on the web.


Advising at a Small, Remote CampusKevin M. Anderson

The blue of Lake Powell dominated the horizon as we droppedoff the last hill approaching Page, AZ, but it was the ribbon

of green wrapped around the plateau on which the town sat thatcaught my attention. After 135 miles of reds, browns, yellowsand grays of the landscape north of Flagstaff, the green of thenew golf course really stood out. Off to the right, on the edgeof the plateau just above the fifth hole, was the college. The build-ings were new, modern architecture—all glass and brick andsteel-and looked like a church.

Advising at this remote branch campus was exciting not onlybecause of the natural beauty, but also because of the varietyof cultures and duties. Page is surrounded by the Navajo Nation,but although the population of the town was 65% NativeAmerican, they made up only 26% of 400 in the student body.Compared to national norms, a larger percentage of studentswere female and non-traditional. The economy of the arearelied on tourism and the power plant that supplied electricityto Phoenix. Each year Page’s 6000 residents hosted three mil-lion visitors from all over the world. One was as likely to hearFrench, Japanese or Navajo as English at the supermarket. Asan advisor, it was also likely that a student would have a ques-tion for you in the canned goods aisle.

My job description included recruiting, community outreach, stu-dent activities, coordinating financial aid, disability resources,and career services as well as academic advising. Of course therewere endless committees at the college’s main campus in Flagstaffthat wanted a representative from Page. (Somehow, it was fur-ther from Flagstaff to Page than it was from Page to Flagstaff!).The reality was that I was always on duty representing the col-lege. Whether making a presentation at the high school’s col-lege night, promoting registration on the local radio talk show,running a booth at one of the numerous events in the city park,or helping to organize the college foundation’s fundraising golftournament, it was fun to be so involved in the community.

Geography is important to understanding the advisor’s role inthis situation. A small town and a small campus mean that youget to know the students (and they you) very well. It also meantlimited resources, limited job opportunities, and limited pro-grams. Problems like childcare, transportation, domestic vio-lence, alcohol and drug abuse, poor academic preparation,unemployment, underemployment and seasonal employmentpresented hurdles for students and those who advise them.

Some students demonstrated amazing creativity, flexibility andpersistence in dealing with these issues; some were unable toovercome them and became part of the negative side of reten-tion statistics. Their stories are beyond the scope of this column.At issue here is the role of an advisor in these circumstances.

Just as each student is unique, so every advisor brings a particularmix of experience, skills and education to the table. My styleis to let the student set the agenda. As I listen to their concerns(after all they dropped in or made an appointment for some rea-son!), I ask the appropriate question(s) to help determine theirinterests and goals, try to help them explore whatever optionsexist, and encourage them to take the next step to pursue theirchosen path. During this discussion, I also try to ensure that theyare clear on degree requirements, course selection and other“nuts and bolts” issues. But the decisions are the students’responsibility. It’s their education.

This routine could be the same at a large university. Whatmakes advising at a rural, isolated community college differentis that the advisor does it all. You are the guide, the coach andthe cheerleader. You do the placement testing because there isno testing center; you interpret the Strong Interest Inventory andMBTI because there is no career services specialist; you do theorientation program because there is no separate departmentfor that. The whole student services process from recruiting tograduation is in your hands. The job requires good listening andproblem-solving skills, organization and communication, andthe exercise of good judgment when faced with counseling sit-uations that are beyond your training and expertise. Most impor-tantly, it requires genuine care for students. The advisor is reallyon the front lines, but the rewards are great. When you see astudent achieve his or her goal-which may or may not includegraduation-the experience is priceless.

It was just starting to snow when we left Page. In fact, the firstmajor winter storm of 2002 followed the exact route across theMidwest I had planned for our move to Michigan. Even thoughmy new position there would be at a larger college with a dif-ferent mix of responsibilities, I knew what I had experiencedin Page would help me continue to serve students in any smalltown environment.

Kevin M. Anderson(Formerly of Coconino Community College, Page, AZ)Bay De Noc Community College, Escanaba, MI(906) [email protected]


From the Executive Director

Happy New Year! Yes, those of us in academe get to celebratea second time as we begin the new academic year. This is a timeof renewal also, as the majority of our memberships renew inSeptember, and our leadership “renews” at the end of thenational conference when our newly elected leaders assume theirresponsibilities and begin their work for the New NACADA Year.

Through the dedicated work of our members, NACADA has madegreat strides in promoting advising as a profession, raisingawareness of the value of effective advising for our students, andproviding professional development for advisors and adminis-trators. With a record membership of over 7800, the Associationrelies on volunteer leaders to provide ideas, feedback, andleadership.

On page 9 you will find information regarding the NACADA leadership positions to be elected in early 2005 along with a request for nominations for those positions. Complete infor-mation is also available on the NACADA Web site athttp://www.nacada.ksu.edu/Election/index.htm.

Now is the time to step forward! Nominate yourself or some-one you know for a leadership position. Our goal is to providemembers with a choice; as such, we need at least two candi-dates for each position. Whether you are new to the associa-tion or a veteran member, check out “About NACADA” on ourWeb site to select from the myriad opportunities available tocontribute to your Association and our profession. Visit with yourcurrent region or commission chair about ways you can getinvolved.

Volunteers are the heart of this Association. Those choosing tovolunteer often express as benefits of their involvement - oppor-tunities to learn from others, creation of a network of col-leagues for advice and support, professional growth through theexchange of ideas, insight regarding operations at other insti-tutions that can translate to enhancements to their own programs,validation that what they are doing is “right on”, a network foremployment opportunities, and most often, new and deepfriendships!

The association management literature I read advises that mem-bers of differing generations often have different participationgoals. Most notably, “baby boomers” tend to participate in anassociation in a sequential manner, committing to long-term con-tinuous service to the Association. However younger associa-tion members tend to be more “cyclical” in their involvement,wanting repeated short and brief involvement (give me a task,I’ll do it, and that’s the end for now). There is a place in NACADAfor both. So, no matter how, or how long, you want to beinvolved, consider starting now.

Check out the leadership opportunities available and volunteerto serve. NACADA needs you!

Roberta “Bobbie” FlahertyExecutive [email protected]

Humor Helps Us Build BridgesJohn Wagner, Plenary Speaker, National Conference, Friday,October 8, 2004

Advising higher education students is important work and isfast becoming stressful work. Students have higher service

expectations while administration applies cost containmentpressure: ‘do more with less, faster, with higher quality’.Information technology conversions, new releases, and upgradesconstantly challenge us to use IT to better to serve students. Thepositive power of humor can help us avoid stress, stay balancedand ready to have fun designing and building bridges to suc-cess for our students.

Let’s look at “The Three R’s”—Responsibility, Relationships,and Recognition in using humor in our important work.

Responsibility:Each of us has a choice about all that we do. Because we havea choice, we have response-ability: the ability to choose ourresponse to the challenges we will face. But we can take our-selves lightly while we take our jobs, life, and responsibilitiesseriously. If you experience a failure or setback, accept respon-sibility, laugh it off, learn from it, and do all you can to makeit right quickly. If you experience a conflict, don’t turn it into acontest with a win or lose outcome. Use your sense of humorto become flexible enough to use the energy of the conflict tocreatively generate positive possibilities. Laughter helps us flexand loosen-up; it is healing. When you choose to laugh more,all you can lose is some body fluids. Remember to LAUGH!

Relationships:Positive, supportive, and cooperative relationships are essentialfor success. We can control only ourselves; we can only influ-ence others. When we try to control or force others to change,we risk loosing control of ourselves. Positive humor is a pow-erful influence. Be happier by being an encourager of others;believe in and encourage yourself. It is more fun, productive andefficient to work playfully with others toward a common goal.Choose to accept that each of us is a unique and special per-son with our own view of life. Learn to celebrate the unique-ness and look for the common thread of humanity that connectsus all. Positive humor and smiling enhances communication.When you smile, get your whole face into it; raise your eyebrows,it will make you look taller. Remember to SMILE!

Recognition:High self-esteem will enhance achievement. Build self-esteemby recognizing all positive efforts. (Especially those little efforts,they add up.) Be an encourager. The best way to raise your self-esteem is to raise someone else’s. Use positive humor to makerecognition more acceptable and meaningful. Use humor toaccept reality, maintain a positive perspective, and build bridgesto a future success reality. Be optimistic, and joyful. Replace allpity parties with effort recognition events. Recognition only workswith three types of people—men, women and children.Remember to CELEBRATE!

There is a choice in everything you do. Keep in mind thechoices you make—make you. Choose to Laugh, Smile andCelebrate as you build those bridges.


A university’s senior leadership cannot interact with every stu-dent as much as we would like to. Our best course as a uni-versity is to maintain a strong academic institution and tosupport advisors and advising programs. As a public universitywhose mission is improving the economic and cultural life ofour state, we depend on the important contributions academicadvisors make to student success.

Carol A. Cartwright, PresidentKent State University2004 NACADA Pacesetter Award Recipient

Supporting Academic Advising . . . continued from page 1

NACADACareer Services Corner

NACADA Career Services CornerDear Career Corner: I am looking forward to attending the NACADA National Conference in Cincinnati this Fall. Although I amnot looking for a new position right now, I plan to consider new job opportunities within the next five years. What services doesthe Member Career Services Committee offer at the National Conference and how can I make the most of my time in Cincinnati?—Signed, Cincinnati-bound Advisor

Dear Cincinnati-bound Advisor:All of us on the Member Career Services Committee are looking forward to attending the 2004 NACADA National Conferencein Cincinnati, OH October 6-9, 2004. We will have a table near the registration area that will be hosted by Member CareerServices Committee representatives. At that table you will find information on current advising-related positions that are avail-able as well as helpful handouts on how to successfully advance your career. Our representatives will also be available to giveyou constructive feedback on how to improve your cover letters and/or resumes/CVs, so remember to bring them with you tothe conference. Be on the lookout for us and stop by to say hi and find out more about the services we have to offer you.

As far as making the most of the National Conference, one of the most important things you can do in Cincinnati is expand yourprofessional network. The American Heritage Dictionary (1997) defines a network as, “An extended group of people with sim-ilar interests or concerns who interact and remain in informal contact for mutual assistance or support.” Remember that youhave a lot to offer the rest of us, so be bold and strike up a conversation with someone as you are waiting for the next presen-tation to begin. NACADA members are some of the most friendly people I have ever met, so introduce yourself and ask ques-tions of the people you meet. Here are some suggestions of things you can ask people to get the conversation started:1. How long have you been a member of NACADA?2. Where do your work?3. What population of students do you work with?4. What is the best part of your current job?5. What is the biggest challenge that you and/or your institution face?

Make sure that you bring plenty of business cards and ask for a card from each person that you meet. Then when you get backhome, take the time to send a quick e-mail to let the person know how much you enjoyed meeting them at the conference. Addhis/her contact information to Outlook or to whatever software you use to track your contacts. See you in Cincinnati!

Do you have a career related question? If so, submit your questions on-line at www.nacada.ksu.edu/AdministrativeDivision/career.htm.Questions will be answered anonymously.

Jennifer L. Bloom, ChairNACADA Member Career Services Committee [email protected]

NACADACareer Services Corner

Academic Advising newsPublished four times annually by the National Academic AdvisingAssociation, located at the address below:

National Academic Advising AssociationKansas State University2323 Anderson Ave, Suite 225Manhattan, KS 66502(785) 532-5717, FAX (785) [email protected]

This newsletter is a NACADA member benefit. Membership infor-mation is available through the Executive Office or atwww.nacada.ksu.edu.


Who are you seeking to retain and why?Brian Stanley, Chair, Multicultural Concerns Commission

It is well known that retention of every student is simply not pos-sible. As academic advisors we understand that, for some stu-

dents, transferring or stopping-out is a legitimate strategy forattaining long term personal or professional success. Yet, onmany campuses, talk of retention focuses on retaining “all” stu-dents. As a result, some colleges have developed overly-broadretention strategies that disjoint campus units and ignore the roleof identity in the retention of at-risk ethnic and cultural minori-ties. A more effective alternative is the development of a focusedretention framework that utilizes assessment to identify those mostat risk for early institutional departure and then seeks to developculturally relevant programmatic interventions for their success.

Before I continue, I need to stress the importance of assessmentin any well structured retention program. Quantitative andqualitative assessments of student needs and outcomes are keyin the identification of those most at-risk, tracking changes inat-risk populations, and providing important benchmarkinginformation for evaluating the strengths and potential growthareas for any retention program. If your retention program doesnot do assessment then your institution probably is not doingretention as well as it could be.

Swail, Redd, and Perna (2003) suggest that student retention isthe result of an interaction between cognitive, social, and insti-tutional factors that impact students positively or negatively.Successful students are able to attain equilibrium betweenthese variables.

Cognitive factors are the intelligence, knowledge, and aca-demic abilities students bring to the collegiate environment (p.78). Cognitive factors are central to students’ abilities to com-prehend and complete the academic portion of the collegecurriculum, understand their experiences, and develop andutilize effective decision-making and problem solving capaci-ties. Social factors encompass the broad array of issues that allowor inhibit student integration into the social fabric of the insti-tution and include related issues such as cultural fit, peer groupinfluence, career goals, educational legacy, and coping skills.Institutional factors include the institution’s ability to providestudents with academic and social support throughout the col-legiate experience. Institutional factors are equivocated with cog-nitive and social factors due to the importance of institutionalsupport in student decisions to persist through degree attainment.The institution’s ability to leverage the cognitive and socialservices needed to support students through their college expe-rience is critical in helping students compensate for cognitiveor social weaknesses (p.79). Within this model, it is importantto note that students with serious deficiencies in both cognitiveand social skills are the most at-risk and will need the most insti-tutional support to persist to degree completion (Swail et. al.,2003, p. 81).

What does successful institutional support look like for at-riskcultural and ethnic minorities? Tierney (2000) posits that the“negotiation of identity in academe as central to educationalsuccess”(p. 219). The challenge is not for students to fit into analien culture at the expense of their own; rather, it is to chal-lenge the organizational culture to adapt to students’ culturesby developing “...ways in which an individual’s identity isaffirmed, honored, and incorporated into the organization’sculture” (p. 219). To accomplish this, Tierney (2000) proposesthat retention and achievement programs should (1) developinnovative programs and activities that seek to affirm and val-idate individual student cultural identities (Collaborative Relationsof Power); (2) develop contextualized social and academicactivities which create connections between home, community,and schooling (Home, Community, and Schooling Connections);(3) Be locally grounded in student experience and reality, thusproviding students with an opportunity to integrate their locallives into the fabric of the institution while challenging them touse their university education to make positive change in theirhome and local environments (Local Definitions of Identity); (4)foster a spirit of academic excellence within target popula-tions by maintaining high academic expectations of student per-formance (challenge over remediation); (5) have strong,validating, holistic support structures which, instead of nar-rowly focusing on any real or perceived skill gap, emphasizethe development and utilization of academic support structures(formal and informal) which view students, especially at-risk stu-dents, as individuals with the capacity for academic success (p.218 - 224)

The research completed by Tierney (2000) and Swail, Redd, andPerna, (2003) provide important insight into effective reten-tion. First, effective retention is collaborative insofar as it requiresa strategic alignment of institutional resources for the purposesof retention success of those most at-risk of early departure.Second, effective retention is conscious of the impact of race,class, and culture in the life of the at-risk student and activelyseeks positive ways to validate and integrate culture into insti-tutional support. Finally, effective retention is assessment drivenand evaluates programmatic activities for alignment withassessed student needs.

Brian Stanley, Chair, Multicultural Concerns CommissionSaint Mary’s College of California(925) [email protected]

ReferencesSwail, S. W., Redd, E. K., & Perna, W. L. (Eds.). (2003). Retaining

minority students in higher education (ASHE-ERIC HigherEducation Report). San Francisco: Wiley Publishers.

Tierney, W. G. (2000). Power, identity, and the dilemma of col-lege student departure. In J. M. Braxton (Ed.), Reworking theStudent Departure Puzzle (pp. 213–234). Nashville, TN:Vanderbilt University Press.


Advising Transfer StudentsTom Grites, Co-Editor, Advising Transfer Students: Issues andStrategies Monograph

Students who transfer from one institution to another constitutea significant portion of the current college population, andthey consume a considerable amount of the time and effort ofadvisors at both two-year and four-year institutions. While trans-fer students bring some higher education experience with them,they are new to the (receiving) transfer institution. They are, ina sense, an anomaly in that they are first-year students with someexperience in higher education. This article serves as an overviewand provides a brief description of the forthcoming NACADAmonograph about this important student population.

In reviewing the literature there seems to be an overgeneralizationabout transfer students. Two specific observations becomeapparent. First, the data reported regarding transfer students some-time appear to be inconsistent or in conflict. The data sources,the timing of the data collection, and the varying definitions of“transfer students” all contribute to these inconsistencies.Therefore, it is essential that institutions clearly and accuratelydefine their transfer populations when attempting to develop ormodify their programs and services for these students.

Second, it is clear that most articles and studies found in the lit-erature (in fact, most of the literature itself) about transfer studentsare limited to the community college transfer student and process.However, “transfer students” include not only those who trans-fer from two-year to four-year institutions, but also those who trans-fer from four-year to four-year institutions, and reverse transfers(four-year to two-year). Therefore, it is essential that institutionsexamine their policies and programs to insure that they reflectequity and comparability for the full complement and variety oftheir transfer students, especially if these efforts are to be basedupon what is reported in the literature.

The various authors of the chapters in the monograph have iden-tified several broad considerations that need to be addressedon many campuses in order to enhance the success of transferstudents. These are summarized as follows:

1. Recognize that “transfer shock” really exists. All transfer stu-dents enter a new and different institutional environment,which has different policies, different procedures, differentadvising structures, different terminology, different facultyand academic expectations, etc. Improving applicationmaterials and resources, strengthening Orientation pro-grams, and expanding campus programs for transfers willall serve to overcome this “transfer shock” syndrome.

2. Strengthen articulation agreements. The real value of artic-ulation agreements has somewhat eroded as a result ofrecent trends toward legislated Statewide mandates, com-mon course numbering systems, and other seeminglywell-intended guarantees for transfer students. However,most of these trends have diminished value if they are notarticulated within specific degree programs, that is, the stu-dent’s major academic program of study. Without thiscontext, some agreements have served as no more thanpublic relations and recruitment functions. Program-toprogram articulations better serve the transfer student andboth institutions.

3. Use technology wisely. On-line admissions applications,course equivalency determinations, electronic transcriptsubmission and retrieval, and advance registration capa-bilities have improved the transfer process quite readily.Institutions should maximize the opportunities and capa-bilities of these technological improvements in order toserve transfer students more effectively, more efficiently,and more successfully.

Finally, the monograph editors observed a variety of recom-mendations that are provided throughout the document. Theyhave attempted to synthesize these recommendations into a“common” set. These are:

1. Enhanced communication must occur. Both two-year andfour year-institutions need to improve upon this criticalaspect in the transfer process; clearly publicized articu-lation agreements, course-to-course equivalencies,enhanced Websites and other technological media, andon-site campus visits at other institutions are just some ofthe ways that this recommendation can be realized.

2. “Transfer Centers” should be established. The communi-cation links suggested above can only be positively facil-itated if a specific unit, office, or individual person isidentified as the primary contact for transfer students. Theconcept of “one-stop shopping” has already been imple-mented for various student service areas on many cam-puses; the Transfer Center should simply become anextension of this concept. Where a smaller population oftransfer students exists, an individual or specific officeshould be designated as the primary resource for transferstudents.

3. Orientation Programs must be improved and/or TransferCourses should be developed. The seamless transitionwill not occur only on paper; students must be preparedfor their planned transfer to a specific school (orientationout of the community college, for example), and thereceiving transfer institution must provide a full and com-plete orientation to the new environment for all transferstudents. The course format, similar to many First-YearSeminars, offers a more systematic and sustained way toacculturate all transfer students into their new environment.

4. Similar opportunities should be afforded transfer studentsas are native students. Access to Honors Programs and cur-ricula, scholarships, restricted upper-division majors, earlyentry to graduate and professional schools, and even indi-vidual course selection opportunities should be affordedthe transfer students who meet or exceed the same crite-ria as native students.

A full description of these, as well as other recommendations,examples, and resources, are provided in the monograph. Theauthors, the editors, and the NACADA leaders look forward tothis new monograph and trust that you will find it useful as well,as you monitor, review, and revise your services for transfer stu-dents. Find out more about resources for advising transfer stu-dents in the Clearinghouse at www.nacada.ksu.edu/Clearinghouse/Links/Transfer.htm

Tom GritesRichard Stockton College of New [email protected]


2005 NACADA Leadership Election InformationThe next NACADA Leadership elections will be held in January-February 2005. For a complete list of NACADA leadershipopportunities available in the 2005 elections, visit the NACADAweb site at www.nacada.ksu.edu/Election/index.htm. You willalso find a link to the 2005 election information on the NACADAhome page.

Nominations for the various positions can be submitted elec-tronically using the online form available on the NACADA website. A Word version of this document is also available. Formswill be available in the NACADA display booth in the Exhibitsarea at the National Conference in Cincinnati this fall as wellas in the back of the conference program. These printed formscan be submitted while at the conference or faxed/mailed after-wards. The deadline for submitting nominations to the ExecutiveOffice for the 2005 elections is Friday, October 15, 2004.

If you are interested in becoming more involved in the governanceof the Association, we encourage you to submit a nomination tobe considered for a position. If you know someone whom youbelieve would be a good candidate, please submit his or her namevia the recommendation form, and the NACADA Executive Officewill follow up to determine if he or she is interested and meetsthe eligibility criteria. Position descriptions and eligibility require-ments are provided at the link above on our web site.

All nominees will be required to complete a personal biographyform detailing past NACADA involvement and specific accom-plishments and other relevant support of advising. Based on infor-mation submitted, the NACADA Board of Directors and ExecutiveOffice may solicit additional nominees to assure at least 2 can-didates for each position. The final slate of candidates will beavailable in late fall 2005 and the election will be conductedonline in January-February 2005. Newly elected leaders take officein October 2005 after the national conference.

Watch the monthly Highlights e-mails for more information aboutthe 2005 elections. If you have questions, contact the NACADAExecutive Office at [email protected] or call (785) 532-5717.

NACADA MONOGRAPHS

Advising Transfer Students: Issues andStrategiesStudents transferring from one institution toanother continue to be a significant part ofour college populations, and they consumeconsiderable amounts of time and effort byadvisors at both two-year and four-year insti-tutions. Transfer students constitute a popu-

lation that already brings some higher education experiencewith them yet they are new to the transfer institution. ‘Thismonograph attempts to identify many of the issues related tothis population and to provide a wide range of potential serv-ices, programs, and other resources that serve to strengthenthe overall higher education experience for transfers.

AVAILABLE AT THE 2004 NATIONAL CONFERENCE INCINCINNATI, OH

Giving Advice to Students: A Roadmap forCollege ProfessionalsAll members of the academic community arepotential advice givers who want to helpstudents map their own routes. However,many on campus frequently fail to incor-porate their implicit knowledge about theacademy into the thoughts they share with

students. Giving Advice to Students is designed to help cam-pus professionals, especially faculty and student affairs pro-fessionals, blend their expertise to help students understandthe underlying assumptions that direct their education and tointegrate their college experiences. The monograph is usefulas a training handbook and dialog stimulus for professionals.Included essays can be reproduced as tip sheets for studentsthat can help make campus resources readily accessible.

AVAILABLE AT THE 2004 NATIONAL CONFERENCE INCINCINNATI, OH

The Status of Academic Advising: Findingsfrom the ACT Sixth National SurveyWant the most up-to-date statistics regard-ing the delivery of advising services?Required to have comparable data for anaccreditation visit? This monograph providesdetails that illuminate advising practicethroughout the academy. ACT/NACADA’s

Sixth National Survey on Academic Advising gathered data fromover 1,400 institutions nationwide that reported on all aspectsof advising practices and services. In addition to survey data,the author provides observations and data-drawn conclusionsthat can help your institution.

AVAILABLE NOW! ORDER AT www.nacada.ksu.edu/Forms/orderform.htm

2005 NACADA Awards ProgramThe 2005 Call for Nominations for the NACADA NationalAwards Program will be available in November 2004. Untilthen, the criteria and nomination guidelines used for the 2004awards can provide you with a general idea of the types ofinformation and documents requested in the nominationmaterials for the current award categories however, these maychange, so be sure to check all guidelines closely once the2005 Awards Call becomes available before submitting anynomination materials.

Next year’s deadline for submitting nominations or appli-cations for most award categories will be March 7, 2005.Final research grant applications and retiree recognitionnotifications will be due June 6, 2005.


Building Bridges: Advisors as Architects for the FutureNACADA National Conference Cincinnati, Ohio October 6–9, 2004

We are excited to extend to you an invitation to attend the 28th National Conference to be held at theConvention Center in Cincinnati, Ohio, October 6–9, 2004 with the theme of “Building Bridges: Advisorsas Architects for the Future”.

We are pleased to announce this year’s keynote speakers: Dr. Nancy L. Zimpher, the first woman pres-ident of the University of Cincinnati, will speak at the opening plenary Wednesday evening. Her researchin education will set the tone for an excellent conference. John Wagner, humorist and professional speaker,will speak Friday morning on how our sense of humor can help us find more joy in our important workof helping students succeed in higher education and life.

The conference activities are plentiful and offer a wide variety of opportunities to

• Learn—over 300 pre- and post-conference and concurrent sessions provide a wealth of topics. Youwill want to print out the schedule on our website, get out your highlighter and tailor your conferenceexperience to fit your needs.

• Network—many activities, both formal and informal, provide a great atmosphere to network with oldand new acquaintances. The Commission and Interest Group Fair, receptions, Exhibits, Regional andCommission meetings are just a few places to meet new people who are interested in subjects impor-tant to you.

• Share—by giving presentations, contributing to the discussions and sharing experiences, you will enhanceboth your own conference experience and the learning of your colleagues. You may also want to sharea portion of your time as a volunteer, your vocal talent by singing in the NACADA Choir, or your schoolspirit by wearing your school colors on Thursday.

• Help us celebrate the 25th Anniversary of the association. From its incorporation in 1979 with 429charter members, NACADA has grown to a 7,800+ member association representing all 50 states, PuertoRico, Canada and several other countries. Highlights of the past 25 years will be featured throughoutthe conference.

Details on these and the many other activities of the conference can be found at the NACADA Web site.We look forward to meeting you in Cincinnati!

2004 Conference Program CommitteeBarb Bucey, University of Cincinnati, Conference Chair

Peg Steele, Ohio State University, and Dennis Bothel, Ohio University, Pre-conference Workshops

Tricia Gore, University of Texas-Austin, Exhibits/Publications

Nichole Grant, University of Cincinnati, and Jo Pionke, Kent State University, Volunteers

Denise Robinette, University of Cincinnati, Poster Session

Jennifer Grube Vestal, Denison University, Evaluations

Paula Breslin, University of Cincinnati, Hospitality


Plan to attend NACADA’s 28th national conference on academic advising.

We hope you will join more than 2,000 of your colleagues in Cincinnati for the conference! While in Cincinnati,plan to explore, discover, and enjoy Cincinnati’s many attributes. Cincinnati offers all the fun and diver-sions of a much larger city while maintaining a friendly, small town atmosphere. There are more than 50restaurants within walking distance of the downtown conference hotels! Your pick...5-star, full-service, casualor fast food. Ethnic cuisine is in abundance, from fine French dining to authentic German dishes to localspecialties like Cincinnati-style chili.

With the opening of the Smithsonian-affiliated National Underground Railroad Freedom Center (honoringthe city’s important role in the underground railroad network), the Contemporary Arts Center and the newly-renovated Taft Museum of Art, along with historic museums such as the Cincinnati Art Museum and theCincinnati Museum Center at Union Terminal, there is an extensive selection of arts from which to choose.There are also several performing arts venues downtown.

Take a riverboat dinner cruise, visit a nearby casino, go wild at the Zoo, enjoy a dinner theatre with a Broadway-style show, visit the Kentucky Horse Park and explore the Newport Aquarium or Museum Center—all ofthese and more activities are available through the optional tours.

It’s easy to get around-many attractions are within walking distance. You can use the 20-block elevated pedes-trian Skywalk (which itself connects more than 350 establishments), head out on the sidewalks, hail a taxi,or for just $1.00, board the Southbank Shuttle. This convenient shuttle takes you to the Northern Kentuckyriverfront in ten minutes, where you can enjoy a wide selection of restaurants, shopping and attractionssuch as the state-of-the-art Newport Aquarium, Newport on the Levee, MainStrasse Village, Hofbrauhausand much more.


Regions at the National Conference

It’s time to begin planning your presentation for yourregional conference! Yes, you have great ideas andthe regional conferences are a great place to start shar-ing! Presentation proposals will begin to be acceptedin late October, so contact your colleagues and teamup for a potentially award winning presentation.Generally, regions offer several types of presenta-tions including concurrent sessions, roundtable dis-cussions and preconference workshops. Details willbe e-mailed to members and the on-line proposal sys-tem will be linked to each region’s conference webpage this fall.

A great place to get ideas for presentations is theNational Conference, which will be held inCincinnati, October, 6–9, 2004. While atthe conference, you will want to:

Plan to attend several “Best of RegionalConference” presentations!Each Region chooses a Best of RegionalConference presentation to repeattheir session at the national confer-ence. Along with this honorcomes a $500 stipend to helpdefray the costs of attendingNational Conference.

More than just catchy titles, excel-lent content and presentation styleearned the following sessions “Best ofRegional Conference” designations bythe participants at the 2004 spring regional meetings.To give others an opportunity to take advantage ofthese informative and interesting presentations, thesesessions are scheduled throughout the conference inCincinnati. They will be designated in the program,so be sure to attend the ones pertinent to your areaof responsibility. See the abstracts in the programand on the Web for further information!

• Not So “Trivial Pursuit”: A Fun Method of TrainingFaculty Advisors

• Help! I Think My Professor Is An Alien• A Question Concerning Advising• Communication that Works: Effective Ways to Build

Stronger Relationship with Students• “OnStar” Advising: Employing GPS as a Metaphor

for Student Guidance• Effective Cross-Cultural Communication: Challenges

for Today’s Advisors• Inspiring Students to Aspire for More• Blueprint For Change: A Structure For Struggling

Students• Are You B.R.E.A.T.H.E.ing? Stress Management

for the Advisor• Extraordinary Transformations: Using

Strengths-Based Strategies to Retrofit theAdvising Experience• Conflict Management and Advising

Find old friends and meet new neigh-bors!Regional locations will be designated

at the opening reception onWednesday evening. With 2,000

people in the room, it will be goodto see familiar faces, meet newneighbors and make plans to touchbases throughout the next few days.

Attend your Regional Meeting!Region Meetings will be held Thursday

afternoon, 4:30–5:30 p.m. in the Convention Center.These meetings are a great place to find out what isgoing on at the grassroots in NACADA and meet theregional leaders who have great ideas on ways for youto join in the activities in your area.

On another note, remember that the NACADA webpage has specific places designated for informationabout regional activities and leadership structure.Bookmark your region’s page and keep up to date!


Commissions & interest groups help members con-nect with others in the association who share simi-lar advising responsibilities or interests. E-mail listsand commission Web pages help members commu-nicate throughout the year and the Clearinghouse pro-vides articles and information on specific subjects.

You may also want to check out the events at theNational Conference in Cincinnati which provideseveral ways to meet, share ideas, and work with yourcolleagues face to face. You will want to:

Plan to attend the Commission and Interest GroupFair!On Thursday, October 7, from 7:30-8:30 a.m., theCommissions and Interest Groups will host the fifthannual fair. Each commission and interestgroup will have an informational table toprovide material concerning their group’sactivities and how you can getinvolved. Come join in this excellentopportunity to meet and networkwith your colleagues during a con-tinental breakfast for all atten-dees.

Choose concurrent sessions whichrelate to your interests!Topical tracks are listed after sessiontitles in the Conference At-A-Glancesection. A separate index by trackappears in the back of the program aswell. You will also note that some sessions are des-ignated as Commission Sponsored sessions, chosenby the commission leadership for inclusion in the pro-gram.

Attend your Commission & Interest Group Meetings!These sessions scheduled throughout the conferencefocus on specific aspects of advising. Plan to shareideas, develop resources, and identify topics forfuture regional and national conference sessions.

Join in the Commission “Hot Topics” sessions!New to the conference this year, these one hourCommission “Hot Topics” sessions will begin Saturdayat 11:15 a.m. Commission leaders welcome boththeir commission members and others who are inter-ested in the topic to come and join in the lively dis-cussion of the following subjects. Completedescriptions will be found on the NACADA webpage soon!

• Avoiding Burn-out• Advising Adult Learners• Dealing with Oversubscribed Programs• Testing the Education Major for Admissions &

Advising “OUT” of Education• How has Academic Reform by the

NCAA Affected your Advising?• Hot Topics in Disability Advising• Facilitating the Transition: TriGs,

Cohorts, and Other Strategies• CUES Discussion with Your

Colleagues: Two Hot Topics inAdvising Undecided/ExploratoryStudents• Issues and Answers in Training

and Development• Assessment of Advising Services:

Developing Process and LearningOutcomes

• Our Critical Needs, CurrentResources, and Future Issues

• How Can We Help ESL/InternationalStudents Make Transition? OvercomingCulture Shock and Thriving in AmericanHigher Education

• Who’s Who in Faculty Advising• Supporting LGBTQ Students in a Non-SupportiveAtmosphere• Small Wonders (Small Colleges)• Hot Topics for Two-Year Colleges

Commissions & Interest Groups at the National Conference


NACADA Professional Development Opportunities!

NEW in 2005! Effectively Engaging Faculty in Academic AdvisingJanuary 27–28, 2005TradeWinds Island Grand HotelSt. Pete Beach, Florida

Who Should AttendThis seminar is designed for teaching faculty, departmental/institutional advising coordinators, advisingadministrators, academic administrators, and student affairs administrators..

On many campuses faculty have an essential and vital role in the academic advising experiences of students.Data in the NACADA 2004 publication, The Status of Academic Advising, indicate that over 80% of 4-yearinstitutions and almost 50% of public 2-year and 80% of private 2-year colleges utilize models that rely onfaculty involvement in academic advising. Since faculty play such an integral role in academic advising, it isimperative that faculty and administrators work together to assure that faculty are effectively engaged in theadvising process. This seminar will provide an overview of the scope of advising while exploring the manyopportunities and strategies for enhancing academic advising.

Topics• Understanding the Scope of Academic Advising• Connecting Teaching and Learning Skills to Academic Advising• Connecting Advising to Learning Outcomes• Effective Strategies for Faculty Professional Development Workshops/Seminars• Developing Evaluation, Recognition and Reward Initiatives for Faculty Engagement in Advising

3rd Annual Academic Advising Administrators’ InstituteJanuary 30–February 1, 2005TradeWinds Island Grand HotelSt. Pete Beach, Florida

Who Should AttendThis institute is designed for all levels of advising administrators whether they are new or experienced andadministering , centralized, decentralized, or faculty-based advising programs. In addition, chief student affairsofficers, academic affairs, officers, and presidents can benefit greatly from this experience.

TopicsThe Institute will focus on topics of concern to advising administrators at all types of higher education insti-tutions, such as:• Advisee/Advisor Ratios • Components of Successful Advising Programs• Assessment of Advising • Assessment, Evaluation, and Reward• Benchmarking for Advising Programs • Leadership vs. Management Legal and Ethical Issues• Budget Management/Financial Programs • Planning Mission Statements, Goals, and Objectives

continued on page 15


• Technology in Advising • Training and Professional Development• Successful Planning Strategies • Effectively Utilizing CAS Standards

The Institute will utilize learning community groups facilitated by experienced advising administrators whoare recognized as leaders in the field of academic advising administration. In addition to leading concurrentsessions on specific topics, these facilitators will:• Respond to the latest issues appearing on campuses and facilitate a process through which you may better

understand these issues• Help you address issues within your academic advising programs• Assist you in utilizing the resources and expertise available to you• Help develop a clearer sense of your academic advising programs, how to effectively administer them, and

how your programs should fit within your own institution• Guide you in the development of an implementation plan for improvement or change on your campus

Assessment of Academic Advising InstituteFebruary 2–4, 2005TradeWinds Island Grand HotelSt. Pete Beach, Florida

This working institute will be an intensive two and a half days focused on the components of a successfulassessment program as well as specific strategies and tools for developing and implementing assessment pro-grams on your campus.

Topics• Engaging in Assessment: What is it?• Utilizing Assessment Results• Identifying Resources• Gathering Evidence• Mapping the Learning Experience• Developing Rubrics• Understanding Assessment as a Collective Process• Identifying and Developing Student Learning Outcomes

ANNOUNCING REGIONAL CONFERENCES FOR 20051. Northeast March 23-25, 2005 Montreal, Canada Gail Stepina & Beth Higgins

2. Mid-Atlantic April 17-19, 2005 Virginia Beach, VA Robert Otten

3. Mid-South April 10-12, 2005 Louisville, KY Janet Spence

4. Southeast March 6-8, 2005 Tuscaloosa, AL Brandi Zito & Lori Barstow

5. Great Lakes March 17-19, 2005 Toronto, Canada Jill Johnson

6. North Central April 20-22, 2005 Sioux Falls, SD Deanna Kost & Christy Osborne

7. South Central **Tentatively March 3-5 2005 Oklahoma City, OK Peggy Jordan & Terri Blevins

8. Northwest April 20-22, 2005 Portland, OR Karen Sullivan-Vance

9. Pacific **Tentatively April 13-15, 2005 Emeryville (San Francisco), CA Janine Mixon & Patrick Allen

10. Rocky Mountain March 2-4, 2005 Denver, CO Carol Morken

Documents

Supporting academic advising: Serving our stakeholders