Charlie L. Nutt, Ed.D. NACADA Executive Director Radford University NACADA Executive Office Kansas State University 2323 Anderson Ave, Suite 225 Manhattan, KS  66502-2912 Phone: (785) 532-5717    Fax: (785) 532-7732 e-mail: nacada@ksu.edu © 2016 NACADA: The Global Community for Academic Advising The contents of all material in this presentation are copyrighted by NACADA: The Global Community for Academic Advising, unless otherwise indicated. Copyright is not claimed as to any part of an original work prepared by a U.S. or state government officer or employee as part of that person's official duties. All rights are reserved by NACADA, and content may not be reproduced, downloaded, disseminated, published, or transferred in any form or by any means, except with the prior written permission of NACADA, or as indicated below. Members of NACADA may download pages or other content for their own use, consistent with the mission and purpose of NACADA. However, no part of such content may be otherwise or subsequently be reproduced, downloaded, disseminated, published, or transferred, in any form or by any means, except with the prior written permission of, and with express attribution to NACADA. Copyright infringement is a violation of federal law and is subject to criminal and civil penalties. NACADA and NACADA: The Global Community for Academic Advising are service marks of the NACADA: The Global Community for Academic Advising Academic Advising: Let Our Passions Guide Our Students to Their Passions Charlie L. Nutt, Ed.D. NACADA Executive Director Radford University

The Main Thing is Keeping the Main Thing the Main Thing – C D The Main Thing is Keeping the Main Thing the Main Thing – German Proverb as quote by Dr. Kathleen Smith, April 2016

N A C D Academic Advising Matters to Student Success and to Students Finding their Passions; We, Therefore, Must Ignite Our Own Passions

STUDENTS AND THEIR SUCCESS IN ACHIEVING Academic Goals Career Goals Life Goals Dreams and Passions ARE IMPORTANT AND WHY WE DO WHAT WE DO!

N A C D People will forget what you say. They will even forget what you do. But they will never forget how you made them feel. Maya Angelou

N A C D In his recent work “Academic Advising In Higher Education: A Place at the Core” (2015), Eric White, former President of NACADA: “the purposes of academic advising accommodate all students so that they can make reasoned demands as they set and enact the goals of their lives”p. 270 The Journal of General Education: A Curriculum Commons of the Humanities and Sciences, 2015

Advising Relationships Teach Students to: Craft their own education Understand the path they have chosen Use the skills and knowledge in work Create a culture of learning around their undergraduate experience Engage in their education, transforming the educational experience to reach passions – not just jobs

Being Learning Focused Involves What the student is learning How is the student learning? Whether the student is applying his/her learning How the current learning positions the student for future learning?

Factors that Affect Student Attrition – ACT 2010 (5 pt scale) Level of student academic preparation 3.90 Student study skills 3.90 Student Motivation to Succeed 3.64 Level of Student Commitment to Completion 3.64 Student Low Socio-Economic Status 3.52 Low Student Educational Aspirations and Goals 3.49 AS RANKED BY UNIVERSITY PERSONNEL

Barriers to Completion D Premature Decision Making Inadequate Advising/Guidance Major Mismatch Academic Homelessness Curriculum Obstructions Rigid Scheduling Course Availability

N A C D Recommended Reading: I Love Learning; I Hate School, Susan Blum, Cornell University Press (2016) Living in the Age of Entitlement: The Narcissism Epidemic, Jean M. Twenge, W. Keith Campbell (2010) In the Darwinian World of Performance-Based Funding, the Neediest Students Are the Losers Mark Kantrowitz, The Chronicle of Higher Education, April 7, 2016

What Academic Advising Communities Must Do To Demonstrate our Passions Develop institutional definitions for student success, retention, and persistence. Develop strategic collaborative partnerships across the institution. The partnerships between faculty and primary advisors are critical Identify the key players on campus you must have involved in any initiative development, implementation, and support. Develop a plan for leadership which has authority and a communication plan that crosses all aspects of the campus.

What Academic Advising Communities Must Do To Demonstrate our Passions Investigate, study, and analyze the literature and research in retention and persistence Analyze the key issues on your campus: Target Populations which are need in support or assistance Risk factors affecting the target populations Commitment levels of the target populations What institution is or is not doing that negatively or positively affects student retention and persistence

Define more clearly our field of study, our discipline, and our body of research Make the discussion of our discipline, skills, and strategies an expectation and a requirement on our campuses – not a luxury Take an active participatory role in the scholarly inquiry of our field – research, analysis, and publication N A C D

N A C D Tim Fricker (2016) asserts that research in academic advising in both the US and in Canada rarely include: Studies involving multiple institutions and a rigorous research design Studies that include randomized experiments or statistical analysis that controls for confounding variables Studies that clarify and substantiate the direct effect academic advising has on student outcomes Fricker (2016) concludes “that while there is no single intervention that a independently improve student success, there is distinct trend to placing academic advising at the centre of a comprehensive of student success strategy” The Relationship between Academic Advising and Student Success in Canadian Colleges: A Review of the Literature, College Quarterly

The Professionalization of Academic Advising: Where Are We in 2010? Leigh S. Shaffer, West Chester University Jacqueline M. Zalewski, West Chester University John Leveille, West Chester University NACADA Journal Volume 30(1) Spring 2010

N A C D Academic Advisors Make a Difference in The Lives of our Students Our Students Make a Difference in our Lives and the World of our Future It’s all because we all have passions and desires to make a difference in our students, our institutions, and our world