Academic Advising Retreat August, 2006

In Search of a Definition for Academic Advising

Prescriptive (Traditional) Advising “The task of advising is concentrated in the opening days of registration and enrollment and consists of aiding students in the selection of courses.” -Handbook of College and University Administrators, 1960

Developmental Advising “It is concerned with not only the specific personal or vocational decision but with facilitating the student’s rational processes, interactions, behavioral awareness, and problem solving, and decision-making and evaluation skills.” -Burns Crookston, 1972

Developmental Advising (Cont.) “A process in which advisor and advisee enter a dynamic relationship respectful of the student’s concerns. Ideally, the advisor serves as teacher and guide in an interactive partnership aimed at enhancing the student’s self awareness and fulfillment.” -Terry O’Banion, 1972

Developmental Advising (Cont.) “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 an ongoing, multifaceted, and the responsibility of both student advisor. -David Crocket, 1987

A Changing View “Burns [Crookston] and I were wrong in our view that there [is] one best way to practice our profession.” “We will be much better served by recognizing that each method has value in the appropriate time and place, and, in fact, prescriptive advising may play a role in an overall developmental approach.” -Terry O’Banion, 1994

Learning-Centred Advising “The learning paradigm places the college mission statement and the institutional curricular goals at the center of the advising relationship, where they can help the student shape life and career goals…the academic advisor’s role as a guide in this learning process is critical to helping students make this link.” -Hemwall and Trachte, 2003

Learning-Centred Advising (Cont.) “An excellent advisor does the same for the student’s entire curriculum that the excellent teacher does for one course.” -Mark Lowenstein, 2005

Advising Continuum Prescriptive Advising Developmental Advising Learning- centred Advising

How would you characterize academic advising at the University of Windsor?

Student Satisfaction & Academic Advising

Student Satisfaction Surveys 2005 National Survey on Student Engagement 2005 National Survey on Student Engagement 2005 Beginning College Survey of Student Engagement 2005 Beginning College Survey of Student Engagement 2005, 2002 and 1999 Manitoba Survey of Undergraduates 2005, 2002 and 1999 Manitoba Survey of Undergraduates 2005 Northstar Qualitative Assessment 2005 Northstar Qualitative Assessment 2005 and 2004 Globe & Mail University Report Cards 2005 and 2004 Globe & Mail University Report Cards 2004 and 2001 Manitoba Survey of First-Year Students 2004 and 2001 Manitoba Survey of First-Year Students

Highlights Although 57% of the students indicate the quality of advising was good, first year students in most faculties cite friends or family as the source of most of their academic advising. In the fourth year, the most common source for academic advising was advisors in the faculty or department. Although 57% of the students indicate the quality of advising was good, first year students in most faculties cite friends or family as the source of most of their academic advising. In the fourth year, the most common source for academic advising was advisors in the faculty or department.

Highlights Faculty are viewed as accessible outside of the classroom, with faculty/student relationships considered stronger in the final years. Faculty are viewed as accessible outside of the classroom, with faculty/student relationships considered stronger in the final years. Faculty members generally do not discuss career issues with nearly 80% of students. Faculty members generally do not discuss career issues with nearly 80% of students.

Highlights There is a disconnect between what students expect from their interactions with faculty and what they are actually getting. There is a disconnect between what students expect from their interactions with faculty and what they are actually getting. No difference was reported on the quality of academic advising by students with a high school GPA of below or above 75%. No difference was reported on the quality of academic advising by students with a high school GPA of below or above 75%.

Highlights While student services are viewed as having good quality, their customer service orientation could be improved. While student services are viewed as having good quality, their customer service orientation could be improved. Less than 10% of students access career services. Of those that receive services, most are satisfied. Less than 10% of students access career services. Of those that receive services, most are satisfied. Ease of course registration has improved. Ease of course registration has improved.