Academic Advising: One of the most impactful experiences for students Gaye Digregorio Center for Advising and Student Achievement Welcome and overview, their background and experiences

The Value of Academic Advising The quality of academic advising is the single most powerful predictor of satisfaction with the campus environment for students at four-year schools . (NSSE 2005). Are more likely to interact with faculty Perceive the institution’s environment to be supportive overall Are more satisfied with their overall college experience 88% of students take advantage of advising their first year (nationally) Academic Advising, Second Ed. Gordon, Habley, Grites and Associates, Jossey-Bass, NACADA 2008. From Chapter 5, George D. Kuh, Advising for Student Success,  pg.73. National Survey of Student Engagement

How do we guide students from where they‘re at to where They’re headed? What theories guide your practice? What’s yours?

Student Development Theories Framework to understand students Students transition from external focus to internal focus Students have multiple identities Evans, N.J., Forney, D.S., and Guido-DiBrito, F. ( 2011 ). Student development in college. San Francisco, C.A.: Jossey-Bass ISBN 0-7879-0925-4

Student Development Theories Types of theories Psychosocial- defining self (Chickering) Cognitive-intellectual development (Perry) Integrative- (Baxter McGolda) Interactional- person and environment (Sanford, Schlossberg) Social Identity-how identities impact life (Jones, Abes) Evans, N.J., Forney, D.S., and Guido-DiBrito, F. ( 2011 ). Student development in college. San Francisco, C.A.: Jossey-Bass ISBN 0-7879-0925-4

Self Authorship Baxter Magolda, M.

Sanford Sanford, N. (2006) Self and Society: Social Changes and Individual Development. Transaction Books.

Schlossberg Transition Theory Anticipated (high school graduation, college) Unanticipated (relationship breakup), Non-event (we expect but it doesn’t happen- realize that vet school is not going to be my path), Factors that influence transition: Self Situation Support Strategies Evans, N.J., Forney, D.S., and Guido-DiBrito, F. ( 2011 ). Student development in college. San Francisco, C.A.: Jossey-Bass ISBN 0-7879-0925-4

Scenarios- SMALL Group Discussions What theories would you use when advising these students? Dualism, Multiplicity, Relativism Self-authorship Schlossberg Transition Challenge and Support

NACADA Core Values Advisors are responsible to the individuals they advise:   Academic advisors work to strengthen the importance, dignity, potential, and unique nature of each individual within the academic setting. Advisors' work is guided by their beliefs that students: have diverse backgrounds and hold their own beliefs and opinions are responsible for their own behaviors and the outcomes for those behaviors can be successful based on their individual goals and efforts - have a desire to learn have learning needs that vary based upon individual skills, goals, responsibilities, and experiences -See more at: http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Core-values- declaration.aspx#sthash.0ZNTCuBo.dpuf

What Advisors can do to Promote student success Adopt a talent development approach Focus on meaningful connections Help students map out a path to success Encourage students to seek out and learn from diverse experiences De Sousa, D. J. (2005) Promoting Student Success: What Advisors Can do, (Occasional Paper #11). Bloomington, Indiana: Indiana University Center for Postsecondary Research How well are you doing? How can you improve? What was your college experience with advising?