Fulfilling the Potential of Academic Advising: Engaging Faculty Advisors Maura Reynolds Hope College, Holland MI The Global Community for Academic Advising 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.

The Global Community for Academic Advising Three Assumptions about Working with Faculty

The Global Community for Academic Advising What do faculty need to advise well?

The Global Community for Academic Advising 1.Faculty need to understand what advising is.

The Global Community for Academic Advising If we contact faculty about advising only as registration approaches, faculty will assume that advising = registering for classes.

The Global Community for Academic Advising “ Academic advising is an educational process that facilitates students’ understanding of the meaning and purpose of higher education and fosters their intellectual and personal development toward academic success and life-long learning.” National Academic Advising Association, 2004

The Global Community for Academic Advising 2. Faculty need to understand what advising involves.

The Global Community for Academic Advising  Concern about being a counselor.  Concern about making mistakes.  Concern about “real” experience.  Concern about students’ needs and diversity.  Concern about time commitment.

The Global Community for Academic Advising 3. Faculty need to know that advising “matters.”

The Global Community for Academic Advising “Perhaps the most urgent reform on most campuses in improving general education involves academic advising. To have programs and courses become coherent and significant to students requires adequate advising.” Task Force on General Education Association of American Colleges, 1988

The Global Community for Academic Advising “ We have not equipped students to engage their learning intentionally, nor have we helped them to understand how their learning engages their lives...This is advising as it could be.” Ned Scott Laff “Teachable Moments: Advising as Liberal Learning:” Liberal Education, Spring 2006

The Global Community for Academic Advising “The quality of academic advising is the single most powerful predictor of satisfaction with campus environment for students at four year schools.” National Survey of Student Engagement 2005

The Global Community for Academic Advising Students who rate advising as good or excellent Are more likely to interact with faculty Perceive institution’s environment to be more supportive overall Are more satisfied with their overall college experience, and Gain more from college in most areas. National Survey of Student Engagement, 2005

The Global Community for Academic Advising “It is hard to imagine any academic support function that is more important to student success and institutional productivity than advising.” Kuh, 1997

The Global Community for Academic Advising “Effective retention programs have come to understand that academic advising is at the very core of successful institutional efforts to educate and retain students.” Vince Tinto (1993)

The Global Community for Academic Advising 4. Faculty need our help.

The Global Community for Academic Advising  Eliminate as much paperwork as possible by….. Creating a degree evaluation Posting [on-line] accurate, timely, & appropriate info… for faculty & students.

The Global Community for Academic Advising  Emphasize multiple sources of information and help.

The Global Community for Academic Advising “I’m not sure; let’s find out.” Prepare “scripts” for typical scenarios. Sound Bites for Sound Advising (biblio)  Address directly concerns that make faculty insecure. Templates for reflection and self-assessment tools for students

The Global Community for Academic Advising  Before offering faculty workshops, sending s, contacting faculty, ask “How does this activity support advising as learning?”

The Global Community for Academic Advising On your campus, how do faculty (and students) find out about advising?

The Global Community for Academic Advising What resources about advising does your campus provide for faculty (& students)?