the history and organization of academic advising dr. nancy king kennesaw state university the...
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The History and Organization of Academic
Advising
Dr. Nancy KingKennesaw State University
The Global Community for Academic Advising
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The History and Organization of Advising
1. What are they?
2. Why are they important?
3. What must we do to get the most out of them?
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Perspective on Advising
“Good advising may be the single most underestimated characteristic of a successful college experience.”
Richard Light, Making the Most of College, 2001
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Potential of Advising
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Let’s Take a Trip Down Memory
Lane
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We begin in medieval times when a preceptor imparted his knowledge to students
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The Year Was 1636
An early brochure of Harvard College justified its existence: "To advance Learning and perpetuate it to Posterity; dreading to leave an illiterate Ministry to the Churches.“
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It is now the1880sand the first formal advising program is
established at Johns Hopkins
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The Year Was 1953
“Advising is a process with a long and dignified history in colleges and universities . . . involving, as often does, tedious clerical work combined with hit and run conferences with students on curricula. It is a most cordially hated activity by the majority of college teachers.”
M S. Maclean, Personnel and Guidance Journal
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And in 1960 . . .Prescriptive advising
“The task of advising is concentrated in
the opening days of registration and enrollment and consists of aiding students in the selection of courses.”
Asa Knowles, Handbook of College and University Administrators
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The 1970s and Developmental Advising
Advising is “concerned with not only the specific personal or vocational decision but with facilitating the student’s rational processes, environmental and interpersonal interactions, behavioral awareness, and problem-solving, decision-making and evaluation skills.”
Burns Crookston
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Or try this 1984 definition
“A systematic process based on a close student-advisor relationship intended to aid students in achieving educational, career, and personal goals through the use of the full range of institutional and community resources.”
Winston, Miller, Ender, and Grites
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In the 1970s and 80s, Developmental Advising:
• Became a dominant advising paradigm
• Extended advising beyond mere scheduling
• Drew on student development theory• Emphasized individual student
growth• Emphasized shared responsibility
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A new approach ~A new focus
“An excellent advisor does the same for the student’s entire curriculum that the excellent teacher does for
one course.”
Marc Lowenstein, 2005
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NACADA Definition of Advising
http://www.nacada.ksu.edu/definitions.htm
• Multi-dimensional and intentional• Grounded in teaching and learning• Has its own purpose and content• Has specified outcomes for student
learning
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Focus on the advisee as learner What is it we want our students to
demonstrate they • Know• Are able to do• Value and appreciate As a result of academic advising?
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Advising as Teaching and Learning
We want students. . . • To value the learning process• To apply decision-making strategies• To put the college experience into
perspective• To set priorities and evaluate events• To develop thinking and learning skills• To make choices
NACADA Core Values
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Academic Advising (as with the academic curriculum) should promote student learning and development by encouraging experiences that lead to:• Intellectual growth• The ability to communicate effectively• Leadership development• The ability to work independently and
collaboratively• Appropriate career choices
Council for the Advancement of Standards in Higher Education
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It’s WAY beyond rocket science
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“College is more than a collection of courses or a ticket to a trade.”
• Exploration of educational and career goals
• Exploration of life goals• Selection of an academic direction• Selection of classes• Scheduling of classes
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Students are NOT customers!
Students, unlike customers,are not always right. The role of the teacher/advisoris to produce “benign disruption”or “cognitive dissonance.”
I told you I needed an “A” on my history exam.
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At the heart of advising isthe art of conversation
Definition:“The art of conversation is the ability tocreate a dialogue that others will willingly join.”
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Knowing the language is essential to conversation
“You cannot enter any world for which you do not have the language.”
Wittgenstein
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Three Basic Types of Conversations Advisors Have
with Students1. Conversations that are informational:• University policies and procedures• Requirements• Important dates and deadlines• Programs of study
All too often advising conversations stop here and do not progress to the next two types.
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2. Conversations about the individual student
• Core values• Aptitudes/interests• Strengths• Areas for improvement (study skills,
time managements, e.g.)• Level of involvement in the life of the
institution
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3. Conversations about the future• Goal setting and helping them answer
questions: What do I want my future to be?
(career and personal life) What steps do I need to make this
future a reality? How am I changing as a result of my
education?
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When you ask around. . . .
What does good advising involve?The power of relationshipswith the advisor and with the faculty (get to knowa faculty memberreasonably well)
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It also means. . . .
Making connections between advising and students’ personal lives
“At key points in their college years, an academic advisor asked questions, or posed a challenge that forced students to think about the relationship of their academic work and to their personal lives.” Richard
Light, 2001
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It’s More than Scheduling Advising conversations that extend
beyond course selection, scheduling, and registration into “Bigger Ideas” are those that students find most helpful and that contribute to student persistence.
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“Advising is viewed as a way to connect students to the campus and help them feel that someone is looking out for them.”
George KuhStudent Success in College
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• Why are you at this college/university?• What exactly do you mean by “a great
education”?• Why do you want to major in English,
in Accounting, in Political Science?• How could joining a campus
organization help you meet your personal and career goals?
• What kinds of electives would be a good supplement to your education?
Ask the What, Why and How Questions
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Why Students Leave
• Academic boredom• Personal reasons• Academic under- preparedness• Uncertainty about major/career• Transition/adjustment difficulties• Failure to connect with the
institution
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Advising and Retention
“Effective retention programs have come to understand that academic advising is at the very core of successful institutional efforts to educate and retain students.”
Vincent Tinto
Leaving College: Rethinking the
Causes and Cures of Student Attrition
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Retention Is Related to
• Excellent classroom instruction and student interaction with faculty
• Caring attitude of faculty and staff
Students don’t care how much
you know until they know how much you
care.
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And. . . .
• The level and quality of student interaction with their peers through, e.g., learning communities, extracurricular activities, collaborations between academic affairs and student affairs
• Early intervention• Assistance with external pressures
both personal and financial
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• Students bonding with an institution• Faculty and professional advisors
having an understanding of the principles of human learning and development
• Advisors assisting students in developing realistic expectations.
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Wes Habley once famously said
“Academic advising provides assistance in mediating the dissonance between student expectations and the realities of the educational experience.”
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Advising that contributes to student success and retention.
. . • Is a student-centered process focused
on teaching and learning• Facilitates behavioral awareness and
problem-solving, decision-making and evaluation skills
• Encourages both short- and long-term goal setting
• Makes students feel they matter• Stresses a shared responsibility with
students making decisions for themselves
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Graduation Rate Outcomes Study
• No one “magic bullet” guarantees success in retention, persistence, and graduation rates.
• Success, instead, means carefully reading the campus culture, aligning people and programs and making a collective commitment to be in it for the long haul.
AASCU, Student Success in State Colleges and Universities
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The Premises
Academic Advising is central to the delivery of services to students
“Advising should be at the core of the institution’s educational mission rather than layered on as a service.”
Robert Berdahl, New Directions for Teaching and Learning
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The Models
Congruence between the mission and the organization of advising is key to the successful delivery of advising services.
There is no one best model. All are potentially effective for the delivery of advising services, depending on the organizational context.
C. F. Pardee
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Organizational Models for Academic Advising
• Decentralized
• Centralized
• Shared
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Decentralized—Faculty Only Model
Student Faculty
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Decentralized—Satellite Model
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Centralized—Self-Contained Model
Student A
AdvisingStudent B Office
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Shared—Supplementary Model
Advising Office
Student
Faculty
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Shared—Split Model
Student A Advising Academic Office
Sub-unit
Student B Academic Sub-unit
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Shared—Dual Model
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Shared—Total Intake Model
Student Advising Office Academic Sub-Unit
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Summary of all Organizational Models
• Split 27%• Faculty only 25%• Supplementary 17%• Self-contained 14%• Satellite 7%• Total intake 6%• Dual 5%
From ACT’s 6th National Survey of Advising
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The Organization
• Create a shared vision of student success that is embedded in the institution’s mission and culture
• Set high standards for students inside and outside the classroom and balance challenge with support
• Provide complementary policies, practices, and resources to support students academically and socially
Academic advisors should play strategic roles in these important initiatives
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The Collaboration
Advising requires coordination and collaboration among units across campus that provide student support/services.
“Every time you see a turtle on a fencepost, you know it didn’t get there by itself.” Alex Haley
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The Hub
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Active Outreach to Students
Advisors should be. . . .• Available and accessible• Proactive• Caring and concerned
“Intrusive” or proactive advising is based on the philosophy that we should not wait for students to get into trouble before reaching out to them.”
Robert Glennon
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What do students really want from an advisor?
Accurate information “Do they know?”
Accessibility “Are they there?”
Caring attitude “Do they care?”
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AccountabilityWhy academic advising is more
important than ever
• Rising costs of higher education• The current state of our economy• Changing expectations of students
and families• Increasing pressure from states for
students to graduate in four years
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Conclusions; or,We’ve come a long way, baby
View of advising has dramatically evolved and broadened over time
Advising is now focused on teaching and learning
Advising assists students with career/life planning and deals with “big” issues
Although not a magic bullet, advising is clearly related to student persistence
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Advising is the hub of the student services wheel
Advising cannot be done in isolationAdvising must involve active
outreach to studentsAdvising is important to institutions
in demonstrating accountability to various constituencies
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This Week at the Summer Institute
• Advising as teaching and learning• Retention issues in student persistence• Research in advising• The administration of advising• Applying student development theories to
advising• Selection and training/professional development
of professional and faculty advisors• Development of advising materials• Assessment of effectiveness (advisors and
programs)• Legal and ethical issues of advising• Advising various student populations
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Parting Thought One Academic Advising is “perhaps the only
structured campus endeavor that can guarantee interaction with a caring and concerned adult who can help them shape a meaningful learning experience for themselves.” Hunter and White
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Parting Thought Two
With the right approach come the right results.
The Mental Game of Baseball