Academic Advising and the Campus Environment NACADA Executive Office Kansas State University 2323 Anderson Ave, Suite 225 Manhattan, KS Phone: (785) Fax: (785) © 2012 National Academic Advising Association The contents of all material in this presentation are copyrighted by the National Academic Advising Association, 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 National Academic Advising Association are service marks of the National Academic Advising Association. Blane Harding Director of Advising, Recruitment, and Retention Colorado State University 1

Academic Advising and the Campus Environment  Institutional Mission/Advising Program Mission  Program Goals, Objectives, & Outcomes  Leadership and Organization  Changing Demographics  Effective Academic Advising Program Components  Institutional Knowledge  Resources  Relationships  Collaboration and Communication  Commitments to Student Success  Campus Trends/Advising Opportunities 2

Academic Advising and the Campus Environment  NACADA Core Values  Framework for Practice  Responsibilities to students, colleagues, institutions, society, and themselves  Concept Statement on Academic Advising  Council for the Advancement of Standards in Higher Education (CAS) 3

Institutional Mission/Advising Program Mission  Consistency  Advising Program Mission Statement  Reflects the institutional mission  Reflects the purpose of academic advising on the campus  Serves as the roadmap to achieving the vision and affirming values 4

Advising Program Goals  Program should have a set of goals that express how the mission will be achieved  Goal statements are long-range expressions of the desired future state of the organization or program. They represent the “aims” of the advising program. 5

Advising Program Goals (examples from the CAS Standards)  Promote student growth and development  Clarify educational, career and life goals  Assist students in understanding the institutional context/environment  Evaluate and monitor student progress  Refer to other campus/community resources  Distribute relevant data re: students for use in institutional decisions and policy 6

Advising Program Objectives  Program Objectives articulate, in a general way, the expectations regarding how academic advising is delivered and what students are expected to demonstrate they have learned  Important to identify relevant and desirable student learning and advising delivery outcomes 7

Relevant and Desirable Student Learning Outcomes  Intellectual growth  Effective communication  Realistic self-appraisal  Enhanced self-esteem  Clarified values  Career Choices  Leadership development  Healthy behaviors  Meaningful interpersonal relations 8

Relevant and Desirable Student Learning Outcomes  Independence  Collaboration  Social responsibility  Satisfying and productive lifestyles  Appreciation of diversity  Spiritual awareness  Achievement of personal and educational goals 9

Advising Program Leadership  Advising program leaders must:  Articulate a vision and mission for their organizations  Set goals and objectives  Focus on and promote student learning and development  Prescribe and practice ethical management and leadership behavior  Do things right and do the right thing  Initiate collaborative interactions 10

Organization & Management  Advising programs must be structured purposefully and managed effectively  Advising programs must include development, evaluation, & recognition/reward  The design of an advising program must be compatible with the institutional structure & its students’ needs 11

In the End…  The successful academic advising program is understood by the campus as integral to student success as they enter, move through, and exit the institution. 12

The Organization  Create a shared vision of student success that is embedded in the institution’s mission and culture  Set high standards for students inside and outside the classroom and balance with challenge and support  Provide complementary policies, practices, and resources to support students academically and socially 13

Changing Demographics Growth Rate GROUP Whites 4.09% 5.08% Blacks 11.98% 15.26% Natives 35.44% 14.42% Latino(a)s 53.02% 39.42% Asians 96.13% 63.24%

Changing Demographics - Growth Rate 2010 Race / EthnicityNumber Percentage of U.S. population Not Hispanic or LatinoHispanic or Latino258,267, % White196,817, % Black or African American37,685, % Asian14,465, % Two or more races5,966, % American Indian or Alaska Native2,247, % Some other race604, % Native Hawaiian or other Pacific Islander481, % Hispanic or Latino50,477, % White26,735, % Some other race18,503, % Two or more races3,042, % Black or African American1,243, % American Indian or Alaska Native685, % Asian209, % Native Hawaiian or other Pacific Islander58, % Total308,745, %

Asian American. Pacific Islander American. BangladeshiLaotianCarolinianPapua New Guinean BhutaneseMalaysianChamorroPohnpeian BurmeseMaldivianChuukeseSaipanese CambodianNepaleseFijianSamoan ChineseOkinawanGuamanianSolomon Islander FilipinoPakastaniI-KiribatiTahitian HmongSingaporeanKosraeanTokelauan IndianSri LankanMariana IslanderTongan Indo ChineseTaiwaneseMarshalleseYapese Iwo JimanThaiNative HawaiianPolynesian JapaneseVietnameseNi-VanuatuMicronesian KoreanOther AsianPalauanMelanesian Data Source: U.S. Bureau of Census Asian American and Pacific Islander Ethnic Categories

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Multiculturalism versus diversity Diversity is a representation of people that exemplifies all cultural and congenital differences. Diversity is an essential component of multiculturalism, but multiculturalism encompasses more than diversity. Multiculturalism seeks to promote the valuing of diversity and equal opportunity for all people through understanding of the contributions and perspectives of people of differing race, ethnicity, culture, language, religion, gender, sexual orientation, and physical abilities and disabilities.

BARRIERS/CONCERNS Lack of college preparation and basic academic skills. Stereotypical attitudes, expectations, and images held by college personnel toward these students. Lack of role models on campus representing their individual groups. Limited coping skills. Lack of “fit” on some campuses resulting in isolation. Limited or ineffective multicultural training from campus personnel. Curriculum that does not reflect their experiences or include their histories. Lack of campus support systems to address their unique needs. Enrollment later in life as nontraditional students. Enrolled as part-time students. Families may have limited support or understanding of higher education

“IT’S NOT THE FIGMENT OF THE PIGMENT BUT THE ENIGMA OF THE STIGMA”

Know Your Institution 23  Organizational structure  Delivery Systems  Functions of current units  Support/Allies  Mission statement  Student body and institutional opportunities  Social, academic, and institutional context

Advising Program Resources 24 Financial: there must be adequate funding to accomplish the mission & goals of the program Facilities/Technology/Equipment: there must be adequate facilities, technology and equipment to support the mission and goals of the program

Campus & External Relations 25 Effective academic advising cannot be done in isolation The academic advising program must establish, maintain and promote effective relations with relevant campus offices and external agencies Collaboration and Communication: Coalition Building

26 Coalition Building requires: a systematic process involving academic departments, faculty, and advising services to address the personal, career, and academic goals of those that we serve. Collaboration & Communication

Partnerships / Relationships 1.Visions and goals: mutually agreed upon 2.Understanding and appreciation for one another’s work 3.Ongoing communication 4.Value, solicit, and learn from partners 5.Create and implement shared inclusive decision making 6.Utilize reciprocal learning

Partnerships / Relationships 7.Respect, trust, and mutual understanding 8.Develop a belief that all contribute to the student, community, and institution 9.Share resources 10.Celebrate shared accomplishments 11.Consistently advocate for one another 12.Identify and collectively challenge organizational structures

29 Coalition Building

Collaboration & Communication 30  The effective integration of academic advising within the student experience requires clear communication and collaboration with all those involved

Shared Objectives  A commitment to:  the whole student  facilitating student development, success, and learning  providing access and opportunity  providing quality services to meet student needs  Recognition and appreciation of individual differences and diversity 31

Being Purposeful about Student Success 32  Institutional Conditions that Support Student Persistence toward Graduation  Expectations  Support  Academic Advising  Involvement  Student Learning Tinto, Vincent “Taking Student Retention Seriously”. Retrieved November 30, 2005 from

Academic Advising IS Engagement 33 Academic Advising College Experience Institutional Conditions Student Behaviors

Campus Trends/Advising Opportunities 34  Accountability  Changing student demographics  Legal issues  Financial issues  Technology  Changing modes of delivery and competition  Changing curricula

References Astin, A What matters in college? : Four critical years revisited. San Francisco: Jossey-Bass, publishers. Bean, J.P “Nine themes of College Student Retention”, in Alan Seidman (ed.), College student retention. Westport, Connecticut: Praeger Publishers. Bean, J. and Eaton, S.B “A Psychological Model of College Student Retention”, in John M. Braxton, Reworking the student departure puzzle. Nashville, Tennessee: Vanderbilt University Press. Berdahl, R. O “Educating the Whole Person”, in New Directions for Teaching & Learning. San Francisco: Jossey-Bass, publishers. Council for the Advancement of Standards. CAS Standards for Academic Advising Programs. Retrieved June 27, 2007 from sing.pdf sing.pdf Crookston, (1972) Crookston, B. B. (1972). “A Developmental View of Academic Advising as Teaching”, in Journal of College Student Personnel, volume 13, pp Habley, W NASPA Journal Kuh, G.D High-impact educational practices. Washington, D.C.: AAC&U. Kuh, G.D., Kinzie, J., Schuh, J.H., Whitt, E.J. and Associates Student success in college: Creating conditions that matter. San Francisco: Jossey-Bass, publishers. Lewin, K Resolving social conflicts & field theory in social science. Washington, D.C.: American Psychological Association. 35

Lowenstein, M. Fall, “If teaching is advising, what do advisors teach?” Macfarlane, B The academic citizen: The virtue of service in university life. New York: Routledge Publishing. Magolda, M.B. and King, P.M. Winter “Toward Reflective Conversations: An Advising Approach that Promotes Self-Authorship”, in Peer Review, Vol. 10, No. 1. Washington, D.C.: AAC&U. Mezirow, J. Ed Learning as transformation: Critical perspectives on a theory in progress. San Francisco: Jossey-Bass. National Academic Advising Association NACADA concept of academic advising. Retrieved June 27, 2007 from Thomas, L and Hixenbaugh, P., eds Personal tutoring in higher education. Stoke on Trent, UK: Trentham Books Tinto, V Leaving college: Rethinking the causes and cures of student attrition. San Francisco: Jossey-Bass, publishers. Tinto, V “Taking Student Retention Seriously.” Retrieved April 24, 2007 from 36