Charlie L. Nutt, Ed.D. NACADA Executive Director 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 Students Reaching Their Goals: Our Passions Guide Students to Their Passions Charlie L. Nutt, Ed.D. NACADA Executive Director

STUDENTS – AND THEIR SUCCESS IN ACHIEVING Academic Goals Career Goals Life Goals Dreams and Passions DEMAND COLLABORATION AT ALL LEVELS

Academic Support Matters to Students Finding their Passions

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 and teaching 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 and Teaching 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 Understanding Is the learning liberating or transactional? What the student is learning How is the student learning? Is he/she applying his/her learning How the current learning positions the student for future learning?

N A C D In the new text The Undergraduate Experience: Focusing Institutions on What Matters Most (2016), the editors state that for institutions wanting to enhance the undergraduate education, we have all we need – optimism, patience, teamwork, and muscle – there are no quick fixes, gimmicks or magic bullets Felton, P., Gardner, J., Schroeder, C., Lambert, L., Barefoot, B. (2016) Jossey Bass

What Matters Most? N A C D Everyone should be motivated to learn – students, faculty, and administrators – creating a culture of learning – not compliance Relationships of all kinds Clear and high expectations that are intentionally set and clearly communicated Alignment of resources, policies, and practices Assessment of learning in all areas Leadership at all levels (not just at the top) share a common vision and purpose

N A C D What Students Deserve Informational Guidance Intellectual Mentorship Developmental Relationships Brett McFarlane, Ed.D – Executive Director of Academic Advising UC Davis (2015)

Retention VS Persistence A C D “From Retention to Persistence” Vincent Tinto – Inside Higher Ed 9/26/2016 “Institutions must EXPAND THEIR CONVERSATIONS…” Academic Advising must be involved in those conversations!! Institutions: Retain Students: Persist The key to students persisting to graduation is (not surprising) MOTIVATION!!!

Self Efficacy Believe one can succeed Support before students struggle – early warning systems that, PROPERLY IMPLEMENTED, alert faculty and staff and trigger support WHEN NEEDED – this isn’t midterm grades Academic Advising Experiences Sense of Belonging Sense of Belonging leads to Engagement – must be achieved early – Academic Advising Experiences Perceived Value of Curriculum Persistence is not just completing a degree but learning in powerful ways – Academic Advising Experiences N A C D

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

N A C D Change?? “If you want to make enemies, try to change something!” (Woodrow Wilson)

N A C D Let’s Think About It! Are you: A person who makes change happen? A person who watches change happen? A person who wonders what happened?

“Needed: Response-Enabled Leaders Judith S. White (2016) Develop a shared understanding of the context in which changes are occurring CHANGE what you are doing not just simply add something new Enable people to responsibility while acknowledging change often brings losses

What College Communities Must Change To Demonstrate our Passions Develop a collaborative institutional definitions for student success, retention, and persistence. Develop strategic collaborative partnerships across the institution. The partnerships between faculty, primary advisors, administrators and all staff 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.

Investigate, study, and analyze the literature and research in retention and persistence Take an active participatory role in the scholarly inquiry of student success – research, analysis, and publication NACADA Center for Research opens 2017 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 N A C D

N A C D There is Life After College – Jeffrey J. Sellingo (2016) Sprinters: 35% of college graduates – sprinters have a clear path into a career Found major early, did at least one internship, low college debt Wanderers: 32% of college graduates – wanderers have jobs but not related to their college majors- take any job they can find due to high college debts, no internships in their field Stragglers: – lack ability to launch into adult responsibilities or roles; start but may not complete college or take 6-8 years to graduate. If stragglers complete college, they have little clear idea of how degree relates to a career. N A C D

N A C D Creating a safe supportive environment for collaboration Adapted from Swarthmore’s Faulty Teaching Seminar Academic Advisor Teaching Seminar N A C D Creating a safe supportive environment for collaboration Learning how to coach each other – being a good advisor doesn’t mean we know how to coach/mentor new advisors Combining reflective practice with skills building Moving from theory to practice to mentoring/coaching and re-evaluating again

Leading from your position… C D Leading from your position… “Coming together is a beginning, staying together is progress, and working together is success.” (Henry Ford)

N A C D The first responsibility of a leader is to define reality. The last is to say thank you. (Max DePree)

N A C D Building a Culture of Success and Scholarly Inquiry Impacts 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