Academic Advising and Career Development A bridge over new waters Jennifer Browne, Memorial University Tamara Leary, University of Prince Edward Island

Agenda Welcome! Academic Advising Tamara Leary Career Development Jennifer Browne The Bridge  UPEI  MUN Case Studies Summary

Academic Advising The intent of academic advising is to “teach students to understand the meaning of higher education, teach students to understand the purpose of the curriculum, and to foster students’ intellectual and personal development toward academic success and lifelong learning (p.1)” (NACADA, 2004), in Gordon, 2006, p. 11).

According to Crockett (1984) in Gordon and Hambley et al. (2000, p.289): Academic advising is a developmental process which assists students in the clarification of their life/career goals and in the development of educational plans for the realization of these goals. It is a decision-making process by which students realize their maximum educational potential through communication and information exchanges with an advisor: it is ongoing, multifaceted and the responsibility of both students and advisor. The advisor serves as the facilitator of communication, a coordinator of learning experiences through course and career planning and academic progress review, and an agent of referral to other campus agencies as necessary.

The National Academic Advising Association (NACADA) categorizes the following four positions as having a role in academic advising: 1. Academic advisor, 2. Advising administrator, 3. Faculty advisor; and, 4. Counselor.

An academic advising approach? Prescriptive In order to graduate with “A” you need to take “B, C, D” Developmental Considered to be more effective than prescriptive. This approach recognizes the value of the relationship and interaction between student and advisor as well employing various teaching techniques to ensure students’ unique learning needs are met and that students have or are working toward establishing a sense of self “The role of academic advising changes as students learn and develop" (Gordon and Hambley, 2000, p.29).

Who currently provides academic advising at UPEI and Memorial? Essentially academic advising, providing some level of guidance or support to a student re: their academic decision, is provided by many different people on campus – staff, students, faculty and administration. Students encounter various university personnel under the umbrella of academic advising: Faculty Administration CounselorsRegistrar’s office RecruitmentCareer Academic AdvisorsOther students

Expectations of academic advising in higher education today First year students and first time parents seek a path from year one to a career. It is important that the institution have a clearly defined definition and approach to academic advising Academic advising is not effective if the responsibility rests with one unit on campus. There can be some resistance from within higher education (faculty and staff) to be too quick to marry academic advising at a university with career or occupational outcomes.

The Career Piece Typical approaches to delivering career guidance:  Courses, workshops etc. offering structured group experiences in career planning, decision making etc.  Group counseling activities  Individual counseling  Placement programs

The Career Piece continued…. Typically career centres provide information and guidance on:  What you can do with a degree in…..  Labour Market Information  Various Assessment tests  Occupational Information  One-on-one and group sessions  Career related seminars and workshops This is very different from the mandate of the Academic Advising Centre

The Bridge What is happening at UPEI? What is happening at MUN? Challenges and trends

CAPCA at UPEI Centre for Academic Planning and Career Advisement (CAPCA) The Centre for Academic Planning and Career Advisement provides UPEI students with the resources and supports required to develop compatibility between a student’s academic, career, and personal goals to maximize their university learning experience. The Centre will inspire students to build upon their university experience and to fulfill their full potential as individuals and citizens.

CAPCA to date Proposal stage Partnership Career and First Year Academic Advising Deans Faculty Academic Support Group

Memorial University’s Approach Fall 2006 Career Development & Experiential Learning invited all Academic Advising staff to get together Three times were confirmed Sessions included:  Academic Advising visiting the Career Centre, meeting staff and tour  Career Staff visiting Academic Advising and tour  Brainstorming session on how we could help each other and, as a result, better assist students

Feedback from Units Very positive feedback Staff suggested doing this with other units (Registrar’s Office, International Student Advising, etc.) Increased knowledge of roles of each unit Networked with staff and created relationships

Results of Brainstorming 18 ways identified to begin or improve working together Two pilot projects identified for Winter and Spring 2007 semesters aimed at student retention  Undeclared students 30 credits or less  Unsuccessful applicants to professional schools and faculties

Overview of Pilot Programs Goal: Expand outreach to targeted students through establishing relationships with the Academic Advising Centre and further support using on-line technology and on-campus resources provided by the Career Development Centre. Objectives: Provide personal and professional career guidance Enable students to identify potential career opportunities Establish cohorts of students who will work with career coordinators to build and foster relationships that will support students’ through to program completion Overview of program: Development of presentation/s for target audience Development of webpage Partnerships with Academic Advising Centre, Counselling Centre, Student Volunteer Bureau Development of messaging to be delivered by Academic Advising Centre and Career Development and Experiential Learning staff Outcome: This program will provide students the necessary tools to transition from undeclared and undecided to a career plan. Delivery: On-site and virtual presentations Individual appointments: onsite and virtual Follow-up with students each semester

Benefits of Partnership Impact on student retention (ties in with universities goal) Engages the students and campus community Increased support for students Greater connections between units and individuals on campus

Case Study #1  Ralph is a first year student who has been accepted into the faculty of science. He is unsure which science he would like to major in and at this point has no real idea what he might like to do with his degree. He is somewhat interested in the CSI TV show – has thought about being one of “those” dudes. How will you advise him?

Case study #2 Julie is a second year student who just found out she was not accepted into a pharmacy program. She is not sure why she was unsuccessful and is beginning to doubt whether or not she should even stay at university. She feels completely lost – how can you help?

Case study #3 Billy, a second year student, describes himself as a helper – he loves to help others. He wants desperately to be a nurse. He took a first year science program and failed 2 of his four required sciences – but he is game to try again. Sciences have never been his strength – he thrives in the humanities. His parents have advised him that there is no future for him with a BA. How do you advise him?

Trends & Challenges What is happening at your institution? Comments/debrief

Thank you for participating! Contact information Jennifer Browne Director Career Development & Experiential Learning, UC 4002 MUN Tamara Leary Acting Director Student Services UPEI Student Services

References  Herr, E.L. & Cramer, S. H. (1996). Career guidance & counselling through the lifespan. New York: Harper Collins Publishers Inc.  Gordon, V.N., (2006). Career Advising: An academic advisor’s guide. Manhattan: John Wiley & Sons, Inc and National Academic Advising Association.  Gordon, V.N., Habley, W.B. (2000). Academic Advising: A comprehensive handbook. Manhattan: John Wiley & Sons, Inc and National Academic Advising Association.