1. Academic Advising and the Campus Environment
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Academic Advising and the Campus Environment
Blane Harding
Director of Advising, Recruitment, and Retention
Colorado State University

2. Academic Advising and the Campus Environment
Institutional Mission/Advising Program Mission
Program Goals, Objectives, & Outcomes
Leadership and Organization
Changing Demographics
Effective Academic Advising Program Components
Institutional Knowledge
Resources
Relationships
Collaboration and Communication
Commitments to Student Success
Campus Trends/Advising Opportunities

3. Academic Advising and the Campus Environment
NACADA Core Values
Framework for Practice
Responsibilities to students, colleagues, institutions, society, and themselves
Concept Statement on Academic Advising
Council for the Advancement of Standards in Higher Education (CAS)

4. Institutional Mission/Advising Program Mission
Consistency
Advising Program Mission Statement
Reflects the institutional mission
Reflects the purpose of academic advising on the campus
Serves as the roadmap to achieving the vision and affirming values

5. Advising Program Goals
Program should have a set of goals that express how the mission will be achieved
Goal statements are long-range expressions of the desired future state of the organization or program. They represent the “aims” of the advising program.

6. Advising Program Goals (examples from the CAS Standards)
Promote student growth and development
Clarify educational, career and life goals
Assist students in understanding the institutional context/environment
Evaluate and monitor student progress
Refer to other campus/community resources
Distribute relevant data re: students for use in institutional decisions and policy

7. Advising Program Objectives
Program Objectives articulate, in a general way, the expectations regarding how academic advising is delivered and what students are expected to demonstrate they have learned
Important to identify relevant and desirable student learning and advising delivery outcomes

8. Relevant and Desirable Student Learning Outcomes
Intellectual growth
Effective communication
Realistic self-appraisal
Enhanced self-esteem
Clarified values
Career Choices
Leadership development
Healthy behaviors
Meaningful interpersonal relations

9. Relevant and Desirable Student Learning Outcomes
Independence
Collaboration
Social responsibility
Satisfying and productive lifestyles
Appreciation of diversity
Spiritual awareness
Achievement of personal and educational goals

10. Advising Program Leadership
Advising program leaders must:
Articulate a vision and mission for their organizations
Set goals and objectives
Focus on and promote student learning and development
Prescribe and practice ethical management and leadership behavior
Do things right and do the right thing
Initiate collaborative interactions

11. Organization & Management
Advising programs must be structured purposefully and managed effectively
Advising programs must include development, evaluation, & recognition/reward
The design of an advising program must be compatible with the institutional structure & its students’ needs

12. In the End…
The successful academic advising program is understood by the campus as integral to student success as they enter, move through, and exit the institution.

13. The Organization
Create a shared vision of student success that is embedded in the institution’s mission and culture
Set high standards for students inside and outside the classroom and balance with challenge and support
Provide complementary policies, practices, and resources to support students academically and socially

14. Changing Demographics Growth Rate
GROUP Whites 4.09% 5.08% Blacks 11.98% 15.26% Natives 35.44% 14.42% Latino(a)s 53.02% 39.42% Asians 96.13% 63.24%

15. AAPI Population and Percent AAPI of the Total Population 1990 to 2020
AAPI Population (in millions)
Percent AAPI
7.3
11.1
14.1
14.9
17.9 2 4 6 8 10 12 14 16 18 20
1990
2000
2005
2010
2020
2.9%
3.7%
4.9%
5.2%
5.7% 0% 1% 2% 3% 4% 5% 6%
1990
2000
2005
2010
2020
Data Source: U.S. Bureau of Census

16. AAPI Enrollment in U.S. Higher Education
by Institutional Type, 2000
National Center for Education Statistics, IPEDS, 2006

17. Asian American and Pacific Islander Ethnic Categories
Pacific Islander American .
Bangladeshi
Laotian
Carolinian
Papua New Guinean
Bhutanese
Malaysian
Chamorro
Pohnpeian
Burmese
Maldivian
Chuukese
Saipanese
Cambodian
Nepalese
Fijian
Samoan
Chinese
Okinawan
Guamanian
Solomon Islander
Filipino
Pakastani
I-Kiribati
Tahitian
Hmong
Singaporean
Kosraean
Tokelauan
Indian
Sri Lankan
Mariana Islander
Tongan
Indo Chinese
Taiwanese
Marshallese
Yapese
Iwo Jiman
Thai
Native Hawaiian
Polynesian
Japanese
Vietnamese
Ni-Vanuatu
Micronesian
Korean
Other Asian
Palauan
Melanesian
48 ethnic groups comprise the AAPI population.
Vary widely by language, culture, socioeconomic status, and immigration histories.
Data Source: U.S. Bureau of Census

18. Ethnicity No Formal High School Some College Bachelor’s Degree PhD Asian Indian Chinese Filipino Japanese Korean Cambodian Hmong Laotian Vietnamese

19. AAPI Enrollment in U.S. Higher Education
by Institutional Type
National Center for Education Statistics, IPEDS, 2006

20. Latino(a) Students

21. Latino(a) Students

22. Latino(a) Students

23. African American Students

24. African American Students

25. African American Students

26. African American Students

27. (b1)

28. BARRIERS/CONCERNS
Lack of college preparation and basic academic skills.
Stereotypical attitudes, expectations, and images held by college personnel toward these students.
Lack of role models on campus representing their individual groups.
Limited coping skills.
Lack of “fit” on some campuses resulting in isolation.
Limited or ineffective multicultural training from campus personnel.
Curriculum that does not reflect their experiences or include their histories.
Lack of campus support systems to address their unique needs.
Enrollment later in life as nontraditional students.
Enrolled as part-time students.
Families may have limited support or understanding of higher education

29. “IT’S NOT THE FIGMENT OF THE PIGMENT
BUT THE ENIGMA OF THE STIGMA”

30. Know Your Institution Organizational structure Delivery Systems
Functions of current units
Support/Allies
Mission statement
Student body and institutional
opportunities
Social, academic, and institutional context

31. Advising Program Resources
Financial: there must be adequate funding to accomplish the mission & goals of the program
Facilities/Technology/Equipment: there must be adequate facilities, technology and equipment to support the mission and goals of the program

32. Campus & External Relations
Effective academic advising cannot be done in isolation
The academic advising program must establish, maintain and promote effective relations with relevant campus offices and external agencies
Collaboration and Communication: Coalition Building

33. Collaboration & Communication
Coalition Building requires:
a systematic process involving academic departments, faculty, and advising services to address the personal, career, and academic goals of those that we serve.

34. Partnerships / Relationships
Visions and goals: mutually agreed upon
Understanding and appreciation for one another’s work
Ongoing communication
Value, solicit, and learn from partners
Create and implement shared inclusive decision making
Utilize reciprocal learning

35. Partnerships / Relationships
Respect, trust, and mutual understanding
Develop a belief that all contribute to the student, community, and institution
Share resources
Celebrate shared accomplishments
Consistently advocate for one another
Identify and collectively challenge organizational structures

36. Coalition Building

37. Collaboration & Communication
The effective integration of academic advising within the student experience requires clear communication and collaboration with all those involved

38. Our Shared Goal: Student Success
Commitment to the Education of Students
“Retention is a by-product of a good educational experience.”
Vincent Tinto
Leaving College: Rethinking the Causes
and Cures of Student Attrition, 1993.

39. Shared Objectives A commitment to:
the whole student
facilitating student development, success, and learning
providing access and opportunity
providing quality services to meet student needs
Recognition and appreciation of individual differences and diversity

40. Being Purposeful about Student Success
Institutional Conditions that Support Student Persistence toward Graduation
Expectations
Support
Academic Advising
Involvement
Student Learning
Tinto, Vincent “Taking Student Retention Seriously”. Retrieved November 30, 2005 from

41. Being Purposeful about Student Success
Good advising is one of the key conditions that promotes retention for it reflects an institution’s commitment to the education of students.
Tinto, Vincent “Taking Student Retention Seriously”. Retrieved November 30, 2005 from

42. Academic Advising IS Engagement

43. Academic Advising IS Engagement
Academic Advising should be one of, if not the primary structured activity on a campus in which all students have the opportunity for on-going, one-to-one interaction with a concerned representative of the institution.

44. Campus Trends/Advising Opportunities
Accountability
Changing student demographics
Legal issues
Financial issues
Technology
Changing modes of delivery and
competition
Changing curricula

45. References
Astin, A What matters in college? : Four critical years revisited. San Francisco: Jossey-Bass, publishers. Bean, J.P “Nine themes of College Student Retention”, in Alan Seidman (ed.), College student retention. Westport, Connecticut: Praeger Publishers. Bean, J. and Eaton, S.B “A Psychological Model of College Student Retention”, in John M. Braxton, Reworking the student departure puzzle. Nashville, Tennessee: Vanderbilt University Press. Berdahl, R. O “Educating the Whole Person”, in New Directions for Teaching & Learning. San Francisco: Jossey-Bass, publishers. Council for the Advancement of Standards. CAS Standards for Academic Advising Programs. Retrieved June 27, 2007 from Crookston, (1972) Crookston, B. B. (1972). “A Developmental View of Academic Advising as Teaching”, in Journal of College Student Personnel, volume 13, pp Habley, W NASPA Journal Kuh, G.D High-impact educational practices. Washington, D.C.: AAC&U. Kuh, G.D., Kinzie, J., Schuh, J.H., Whitt, E.J. and Associates Student success in college: Creating conditions that matter. San Francisco: Jossey-Bass, publishers. Lewin, K Resolving social conflicts & field theory in social science. Washington, D.C.: American Psychological Association.

46. Lowenstein, M. Fall, “If teaching is advising, what do advisors teach?” Macfarlane, B The academic citizen: The virtue of service in university life. New York: Routledge Publishing. Magolda, M.B. and King, P.M. Winter “Toward Reflective Conversations: An Advising Approach that Promotes Self-Authorship”, in Peer Review, Vol. 10, No. 1. Washington, D.C.: AAC&U. Mezirow, J. Ed Learning as transformation: Critical perspectives on a theory in progress. San Francisco: Jossey-Bass. National Academic Advising Association NACADA concept of academic advising. Retrieved June 27, 2007 from Thomas, L and Hixenbaugh, P., eds Personal tutoring in higher education. Stoke on Trent, UK: Trentham Books Tinto, V Leaving college: Rethinking the causes and cures of student attrition. San Francisco: Jossey-Bass, publishers. Tinto, V “Taking Student Retention Seriously.” Retrieved April 24, 2007 from