Academic Advising: The Key to Student Success Conference on Innovation Dallas, Texas March 11, 2013

Presenters Terry O’Banion—President Emeritus, League for Innovation & Chair of the Graduate Faculty, National American University Joyce C. Romano—Vice President for Student Affairs, Valencia College

Academic Advising Academic advising is the second most important function in the community college. If it is not conducted with the utmost efficiency and effectiveness, the most important function in the college—instruction— will fail to achieve its purpose of ensuring that students succeed in navigating the curriculum to completion.

What Is Academic Advising ? 1.Exploration of Life Goals 2.Exploration of Vocational Goals 3.Program Choice 4.Course Choice 5.Scheduling Courses

Knowledge & Skills Required Exploring Life Goals Knowledge of student characteristics and development Understanding of decision-making process Knowledge of psychology and sociology Skills in counseling techniques Appreciation of individual differences Belief in worth and dignity of all students Belief that all students have potential.

Knowledge & Skills Required Exploring Vocational Goals All included in “exploring life goals” plus the following: Knowledge of vocational fields Skill in interpretation of tests Under­standing of changing nature of work in society Acceptance of all fields of work as worthy and dignified.

Knowledge & Skills Required Program Choice Knowledge of programs available in the college Knowledge of requirements of programs Knowledge of university requirements for transfer programs Knowledge of how others have performed in the program Knowledge of follow-up success

Knowledge & Skills Required Course Choice Knowledge of courses available Knowledge of any special information regarding courses (prerequisites, offered only in certain times, transferability) Rules and regulations of the college regarding probation and suspension, limit on course load (academic and work limitations) Knowledge of honors courses or remedial courses Knowledge of instructors and their teaching styles Knowledge of student's ability through test scores, high school record, etc. Knowledge of course content

Knowledge & Skills Required Scheduling Courses Knowledge of schedule Knowledge of the systems of scheduling and changing the schedule Knowledge of work and commuting requirements.

LifeMap: A Learning-Centered System for Student Success Valencia College Orlando, Florida

Systemic Change at Valencia – LifeMap Conceptual Model: 1995 – 1999 LifeMap system development: 1999 – 2002 (and continuing) Atlas system design and development: (and continuing) Re-designed Student Services (Integrated Services Model) design and development: (and continuing)

Building an Advising System Focus on measurable results Conceptual model for foundation Look from the student perspective outward Start with reality but design for ideal The “whole” is more than the sum of the parts (system alignment) Faculty and staff development (ongoing) How are we doing? (Feedback to stakeholders – Keep going deeper) Review and evolution (organic system)

Connection and Direction Students are more likely to persist if they: Feel safe, welcome, respected, and acknowledged –make social as well as academic connections –hold and sense from others a belief in their potential Are both challenged and supported academically –can link new learning to prior knowledge –engage actively in their learning –have multiple opportunities to give and receive constructive feedback Have a plan for completion

LifeMap Theory Foundation Frost, 1991 Gordon and Sears, 1997 Hossler and Schmidt, 1990 O’Banion, 1994 Tinto, 1993

A system of shared responsibilities between students and the college that results in social and academic integration, education and career plans, and the acquisition of study and life skills. LIFEMAP: Mission Statement

LIFEMAP sm : Ideal Model of Student Progression College Transition Introduction to College Progression to Degree Graduation Transition Life Long Learning

Each LIFEMAP sm Stage Outcomes Success Indicators Programs and Services Guiding Principles

A As AS aS S Conceptual Model Goal: Student Self-Sufficiency

From a Model to a System “Gap” Analysis and Re-alignment L ifeMap sm Faculty Alliances Computer-Based Planning Tools: My Education Plan, My Career Planner, My Portfolio, My Job Prospects, My Profile Faculty/Staff Development Atlas: Learning Support System Engagement Model: Re-engineer Delivery of Traditional Student Services Measure and Evaluate Results

LifeMap sm Valencia’s Developmental Advising Model The “brand name” that: describes to students what they should do and when. links all of the services/program/activities that form the developmental advising system. describes to faculty and staff how they contribute and participate with students in developmental advising presents to students visual cues in the physical college environment as to where they can obtain different forms of assistance towards their career/educational goals. links together written publications that are designed to assist students in achieving their career/educational goals. Promotional marketing campaign of LifeMap

LifeMap Student Handbook Chapters follow O’Banion model (life, career, and educational goals, building a schedule, success tips, learning outcomes) College services are listed in the chapter related to the goals they support. Includes self-assessments and interpretations. Calendar pages like “Day-Timer” include key college dates. “To Do” cues are listed on each calendar page and are tied to Developmental Advising Stages with icons. “Been There” quotes add advice from peers.

Faculty Alliances Career or Education Plans as part of Student Motivation (Susan Frost, 1991) Inclusive classrooms Engagement in learning strategies Connection and Direction are critical to student success A “Competency” of Valencia Faculty Included in Teaching and Learning Academy curriculum (continuing contract process) Faculty LifeMap Groups Faculty LifeMap Guidebook corollary to LifeMap Student Handbook LifeMap Certificate (new in )

2010 LifeMap Marketing Campaign LifeMap is a process, a journey, not a “thing” Create your own “unique” LifeMap Use college resources, people and programs Peer models for student “life stories” (6) Environmental campaign features the Peers Specialized web site that connects LifeMap resources inside and outside of Valencia “meinthemaking.com” “Call to action” and follow through important Office signage as “wayfinding” for students

LifeMap Environmental Campaign

LifeMap in Atlas meinthemaking.com My LifeMap tab –LifeMap stages and resources –LifeMap tools My Career Planner My Educational Plan My Portfolio My Financial Plan My Job Prospects

Re-Design of Student Service Delivery With Student LEARNING as the design principle: Emphasize level of assistance students are seeking rather than the content. Create staff positions whose primary job is working directly with students and staff positions whose primary job is processing and verifying information. Focus on students LEARNING process, not just getting answers to questions. View technology as a tool to enhance learning, not to drive our processes

Learning-Centered Student Services Information Station – Directional Information The Answer Center –General Information (End-to-End Process) –Admissions/Records, Advising, Financial Aid Student Services –More complex and specialized transactions District Offices –Information processing –System updates

Start Right (Degree seeking students) Application deadline 2 weeks before classes start (added Flex Start parts of term) New student orientation required prior to class registration Entry testing, placement and course enrollment required in a specific sequence Required SLS1122 for students in 3 Dev Ed areas Cannot add a class once it has met (all students) All course pre-requisites strictly enforced

Coming Soon Academic Advising: The Key to Student Success Terry O’Banion—Editor Available from AACC

LifeMap Resources Meinthemaking.com –Catlas –123456Ca –Programs: LifeMap Faculty Development –Courses and Resources: LifeMap

LifeMap References (original) Frost, S. (1991) Academic advising for student success. Washington, D.C.:ASHE-ERIC Gordon, V., and Sears, S. (1997) Academic alternatives: exploration and decision-making. Upper Saddle River, NJ: Gorsuch Scarisbrick Hossler, D. and Schmidt, J. (1990) Progress Report: A Longitudinal Study of the Postsecondary Plans and Activities of Indiana University. (February) O’Banion, T. (1994) An academic advising model. NACADA Journal, 14(2), Tinto, V. (1993) Leaving college: Rethinking the causes and cures of student attrition (2 nd ed.) Chicago: University of Chicago.

LifeMap References (additional) Adelman, C. (2006) The toolbox revisited: paths to degree completion from high school through college. U.S. Department of Education: National Center for Education Statistics Payne, R. K. (2005) A framework for understanding poverty. Highlands, Texas: aha! Process inc. Shugart, S. and Romano, J.(2008) Focus on the front door of the college. In Schuetz, P. and Barr, J. (editors) Are Community Colleges Underprepared for Underprepared Students? New Directions for Community Colleges, no. 144, Wiley Periodicals.