1. Integrating Academic Advising with Student Affairs – Overcoming Creative Differences to Help All Students
Andrea G. Harris, Senior Director Student Administrative Services
Office of Student Information and Services
Pepperdine University
Malibu, CA

2. Academic Advising VS. SpongeBob
Advising is academic and the Student Affairs area is like “jellyfishing” in Bikini Bottom!
Academic Advising VS. SpongeBob

3. SpongeBob and Academics Operated Independently

4. When you have two very important student service departments operating in silos:
There are competing priorities
Welfare of student
Academic/ Institutional Integrity
Are they mutually exclusive? NO!
Students may receive incorrect information or be unable to access appropriate exceptions
“We want you to be ok, so take your time returning to classes.”
“Every absence after the first 2 results in a half grade deduction.”
Staff and faculty may end up at odds with their Student Affairs colleagues
We can’t ALL be working for Plankton
Faculty get frustrated
Differing instructions, and sometimes from areas with which they are unconnected
RAMPANT CHAOS ENSUES
Not really, but I hope I got your attention

5. The Case For Change
Focus on the big-picture, common goals
Staff from each department are committed to serving students
Staff from each department recognize that student welfare is of paramount importance
All student service professionals know that providing unparalleled support of students increases retention
Once you accept the above, you remember that you’re all on the same team
If you’re on the same team, it behooves you to work together.
After these mind-blowing realizations, you can decide that it’s time for you to join forces!
Or…
… in my case, you get an from the Dean of the school telling you that effective that fall, you would be permanently assigned to the Student Care Team.

6. What Was it Like, Andrea? Learning Curve – on both sides Contentious
Sobering
Inspirational
Reaffirming

7. True Stories from the Trenches – Case #1
It’s the 8th week of school, and “Patrick” has a documented health situation that results in hospitalization with little access to course materials. At this moment, he has been out for two weeks. What would you do?

8. What Happened Outcome: “We support you wholly.”
Staff will visit with Patrick weekly in the hospital.
“What ice cream do you like?”
Staff will work with Housing to ensure reentry will be seamless, when it takes place.
“We support you wholly.”
Staff needs to contact professors.
When is he actually coming back?
How much will he have missed?
Could he make it up?
What are the absence policies?
Outcome:
We will determine what is best for Patrick, within the context of maintaining integrity of the classes and University. (We can still bring him ice cream, even if he takes a medical withdrawal and has to take classes online to make up the term.)

9. True Stories from the Trenches – Case #2
It’s the second month of school, and “Sandy” opts to withdraw from the university due to a documented, difficult situation. She has related financial concerns, and plans to return the following semester, after receiving outside support.
What would you do?

10. What Happened Outcome: “We support you wholly.”
As it’s not the fault of the student, she should have her classes dropped, and get a tuition refund.
“We support you wholly.”
The official transcript needs to be accurate, and reflect the actual situation.
She should have W grades.
She may be eligible for a medical withdrawal that also results in a letter of tuition credit.
Outcome:
We will use our documentation to code the withdrawal as medical, and will review Sandy’s account for a letter of credit, applicable to her next term of enrollment. We will also offer to write a letter of explanation to attach to any grad application
or employer.

11. True Stories from the Trenches – Case #3
“Mr. Krabs” has contacted the Dean of Students department with concerns about his daughter, “Pearl”. Pearl doesn’t like attending class, needs to complete them, but if she withdraws, he needs to get a refund. Mr. Krabs does not have Guest Access, and Pearl doesn't respond to s.
What would you do?

12. What Happened Outcome: “We support her wholly.”
Staff will continue to talk to Mr. Krabs, in order to get much-needed information about Pearl.
Staff will share with Mr. Krabs that Pearl is not interested in school, and needs to make some decisions.
“We support her wholly.”
Staff needs to reiterate to Mr. Krabs that he does not have legal access to information, but that he is able to set it up.
Staff will continue to reach out to Pearl.
Outcome:
We cannot share any information with Mr. Krabs, but we can speak in generalities about processes. We can also work with him to get Guest Access. We will do our best to connect with Pearl, but can only do so much without her involvement.

13. P.S. I still don’t like yoga.
Consensus
We don’t all know every policy intimately
Supporting our students and maintaining academic integrity are not mutually exclusive
Being stewards of policy does not preclude us from caring about our students
Working with people who have a different perspective can be eye-opening and have a positive outcome.
We all wholly support the students!
P.S. I still don’t like yoga.

14. Discussion

15. Integrating Academic Advising with Student Affairs – Overcoming Creative Differences to Help All Students
Andrea G. Harris, Senior Director Student Administrative Services
Office of Student Information and Services
Pepperdine University
Malibu, CA