1. Charlie L. Nutt, Ed.D. NACADA Executive Director Radford University
NACADA Executive Office Kansas State University 2323 Anderson Ave, Suite 225 Manhattan, KS   Phone: (785)   
Fax: (785)
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Academic Advising: Let Our Passions Guide Our Students to Their Passions
Charlie L. Nutt, Ed.D. NACADA Executive Director Radford University

2. The Main Thing is Keeping the Main Thing the Main Thing –C D
The Main Thing is Keeping the Main Thing the Main Thing –
German Proverb as quote by Dr. Kathleen Smith, April 2016

3. N A C D
Academic Advising Matters to Student Success and to Students Finding their Passions; We, Therefore, Must Ignite Our Own Passions

4. STUDENTS AND THEIR SUCCESS IN ACHIEVING
Academic Goals
Career Goals
Life Goals
Dreams and Passions
ARE IMPORTANT AND WHY WE DO WHAT WE DO!

5. N A C D
People will forget what you say. They will even forget what you do. But they will never forget how you made them feel.
Maya Angelou

6. N A C D
In his recent work “Academic Advising In Higher Education: A Place at the Core” (2015), Eric White, former President of NACADA:
“the purposes of academic advising accommodate all students so that they can make reasoned demands as they set and enact the goals of their lives”p. 270
The Journal of General Education: A Curriculum Commons of the Humanities and Sciences, 2015

7. Advising Relationships Teach Students to:
Craft their own education
Understand the path they have chosen
Use the skills and knowledge in work
Create a culture of learning around their undergraduate experience
Engage in their education, transforming the educational experience to reach passions – not just jobs

8. Being Learning Focused Involves
What the student is learning
How is the student learning?
Whether the student is applying his/her learning
How the current learning positions the student for future learning?

9. Factors that Affect Student Attrition – ACT 2010 (5 pt scale)
Level of student academic preparation
Student study skills
Student Motivation to Succeed
Level of Student Commitment to Completion
Student Low Socio-Economic Status
Low Student Educational Aspirations and Goals
3.49
AS RANKED BY UNIVERSITY PERSONNEL

10. Barriers to CompletionD
Premature Decision Making
Inadequate Advising/Guidance
Major Mismatch
Academic Homelessness
Curriculum Obstructions
Rigid Scheduling
Course Availability

11. N A C D
Recommended Reading: I Love Learning; I Hate School, Susan Blum, Cornell University Press (2016) Living in the Age of Entitlement: The Narcissism Epidemic, Jean M. Twenge, W. Keith Campbell (2010) In the Darwinian World of Performance-Based Funding, the Neediest Students Are the Losers Mark Kantrowitz, The Chronicle of Higher Education, April 7, 2016

12. What Academic Advising Communities Must Do To Demonstrate our Passions
Develop institutional definitions for student success, retention, and persistence.
Develop strategic collaborative partnerships across the institution. The partnerships between faculty and primary advisors are critical
Identify the key players on campus you must have involved in any initiative development, implementation, and support.
Develop a plan for leadership which has authority and a communication plan that crosses all aspects of the campus.

13. What Academic Advising Communities Must Do To Demonstrate our Passions
Investigate, study, and analyze the literature and research in retention and persistence
Analyze the key issues on your campus:
Target Populations which are need in support or assistance
Risk factors affecting the target populations
Commitment levels of the target populations
What institution is or is not doing that negatively or positively affects student retention and persistence

14. Define more clearly our field of study, our discipline, and our body of research
Make the discussion of our discipline, skills, and strategies an expectation and a requirement on our campuses – not a luxury
Take an active participatory role in the scholarly inquiry of our field – research, analysis, and publication N A C D

15. N A C D
Tim Fricker (2016) asserts that research in academic advising in both the US and in Canada rarely include:
Studies involving multiple institutions and a rigorous research design
Studies that include randomized experiments or statistical analysis that controls for confounding variables
Studies that clarify and substantiate the direct effect academic advising has on student outcomes
Fricker (2016) concludes “that while there is no single intervention that a independently improve student success, there is distinct trend to placing academic advising at the centre of a comprehensive of student success strategy”
The Relationship between Academic Advising and Student Success in Canadian Colleges: A Review of the Literature, College Quarterly

16. The Professionalization of Academic Advising: Where Are We in 2010?
Leigh S. Shaffer, West Chester University
Jacqueline M. Zalewski, West Chester University
John Leveille, West Chester University
NACADA Journal Volume 30(1) Spring 2010

17. N A C D
Academic Advisors Make a Difference in The Lives of our Students Our Students Make a Difference in our Lives and the World of our Future It’s all because we all have passions and desires to make a difference in our students, our institutions, and our world