Advising as a Learning “HUB” Interactive Workshop CACUSS 2015 Facilitated by Dr. Linda Pardy

1. Review current trends 2. Assess the role of advising as a learning hub 3. Share ideas & strategies for: - keeping advising practice current - contributing to the larger learning community - contributing to changes facing higher education - outlining areas for further research & dialogue Outcomes:

Research Overview

Literature Findings

“While all educators need to focus attention on helping students recognize and achieve the larger outcomes of higher education, academic advisors are in a strategic position to engage students in thinking about the larger purposes of their education”. (White & Schulenber, 2012)

“Students who are the happiest and academically the most successful have developed a solid relationship with an academic advisor, a faculty member, or an administrator who can help them navigate the academic and social shoals of the academy” (Drake 2011, p.10).

“Advising is the very core of successful institutional efforts to educate and retain students. For this reason, advising…. should be viewed as the ‘hub of the wheel’ and not just one of the various isolated services provided for students… advisors offer students the personal connection to the institution that the research indicates is vital to student retention and student success” (Nutt, 2003).

A consistent finding across the retention literature is that “contact with a significant person”, especially for first year or non-traditional students is the single most deciding factor in whether or not a student continues. Good advising creates conditions in which a student can develop this vital connection. (Heisserer and Parette, 2002; Pardy, 2010, 2011,)

Good advising helps student seamlessly transfer from program to program, change directions or majors, move from one institution to another, or combine course work from various institutions. This is becoming increasingly important as students grow more motivated by developing their skill sets rather than their credentials, attend multiple institutions at one time, and search for course options that offer creative approaches to meeting the requirements of many 21 st century jobs (Coates & Morrison, 2014).

Old Think Advisors assigned based upon institutional structures and departments; often requiring reassignment for major switching New Think Student movement through the institution dictates advisor caseloads; optimizing consistency despite major switching Adapted from EAB (2014, p 47), the new model will work towards:

Juggle Embraces a Community-of-Practice Approach Drawing from: o Resource & E-Learning Designers o Student Engagement Specialists o Digital Media, & Communications Students o University Faculty & Student Service Educators o CACUSS Members (2012 & 2013) o NACADA Members

Juggle Findings Canadian Assoc. Career Educator & Employers CACUSS – not so much CDN Supporting Student Success Project Canadian Society for the Study of Higher Education Association of Talent Development National (ATD) 90,000 members strong

Literature Review Target Interviews Survey of Advisors in BC % Response Rate Focus Groups with Students

40.41% - have self-contained advising models that DO NOT have direct interaction with faculty % report NOT having an instructional role 41% - have a single student relationship Students want information faster and with less detail Diverse Learner Population Has Grown

Focus Group: Common Theme Advising should focus more on real “advice” and making detailed information easier to access online. “What I really need advice with is: how to plan my program so that I can work as well how to plan so I can finish quickly to save money learning what jobs my education leads to what I should do to better my chances of employment what course/instructor is best for the way I learn

Focus Group – Preliminary Findings -Prefer information from online resources -Want to verify information via or online chat -Ask friends, family, or informal Social Media (not institution social media channels) -Trust online information more than advisors Appreciate: 1. Drop in advising for complex questions/challenges 2. When they can develop a relationship with an advisor

Your Feedback:

1.What trends do you see in advising? 2.Why do you think it is challenging for advisors and/or CACUSS members to change? 3.What research or support would be helpful in rethinking the role of advising? 4.What would it take for advising and/or CACUSS members to embrace a sharing philosophy or open source support?

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Advising as a Learning “HUB” Interactive Workshop CACUSS 2015 Facilitated by Dr. Linda Pardy