1. Academic Advising: From Scheduling to Teaching and Beyond
Charlie L. Nutt, Ed.D. NACADA Executive Director
Kansas State University

2. 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

3. 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. Academic Advising Matters to Student Success and to Students Finding their Passions

6. 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 Understanding
Is the learning liberating or transactional?
What the student is learning
How is the student learning?
Is he/she applying his/her learning
How the current learning positions the student for future learning?

10. In the new text The Undergraduate Experience: Focusing Institutions on What Matters Most (2016), the editors state that for institutions wanting to enhance the undergraduate education, we have all we need – optimism, patience, teamwork, and muscle – there are no quick fixes, gimmicks or magic bullets
Felton, P., Gardner, J., Schroeder, C., Lambert, L., Barefoot, B. (2016) Jossey Bass

11. What Matters Most?
Everyone should be motivated to learn – students, faculty, and administrators – creating a culture of learning – not compliance
Relationships of all kinds
Clear and high expectations that are intentionally set and clearly communicated
Alignment of resources, policies, and practices
Assessment of learning in all areas
Leadership at all levels (not just at the top) share a common vision and purpose

12. Principles for Advising : What Students Deserve
Informational Guidance
Intellectual Mentorship
Developmental Relationships
Brett McFarlane, Ed.D – Executive Director of Academic Advising UC Davis

13. 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)
The Promise and Peril of Predictive Analytics in Higher Education, New America, Education Policy in Higher Education 2016

14. What Academic Advising Communities Must Do To Demonstrate our Passions
Develop definitions for student success, retention, and persistence at the institutional, system, and state.
Develop strategic collaborative partnerships across the state. The partnerships between faculty and primary advisors/counselors are critical
Identify the key players 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 systems in the state.

15. Populations which are need in support or assistance
Investigate, study, and analyze the literature and research in retention and persistence
Take an active participatory role in the scholarly inquiry of our field – research, analysis, and publication – The NACADA Center for Research
Make the discussion of our discipline, skills, and strategies an expectation and a requirement on our campuses – not a luxury
Utilize data to analyze the key issues:
Populations which are need in support or assistance
Risk factors affecting populations
Commitment levels of populations
What institution, system, and state are or are not doing that negatively or positively affects student retention and persistence

16. Found major early, did at least one internship, low college debt
There is Life After College – Jeffrey J. Sellingo (2016)
Sprinters: 35% of college graduates – sprinters have a clear path into a career
Found major early, did at least one internship, low college debt
Wanderers: 32% of college graduates – wanderers have jobs but not related to their college majors- take any job they can find due to high college debts, no internships in their field
Stragglers: – lack ability to launch into adult responsibilities or roles; start but may not complete college or take 6-8 years to graduate. If stragglers complete college, they have little clear idea of how degree relates to a career.

18. The Lives of our Students Make a Difference in our Lives and the
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