1. Maximizing The Impact Of Advising On Student Success Dr. Wes Habley Assistant Vice President, Strategic Partnerships ACT, Inc.

2. Additional Symposium Sessions Organizing & Delivering Advising: Models for Success Wes Habley Training Academic Advisors: Conceptual, Relational & Informational Issues Tom Brown Assessing The Effectiveness Of Your Academic Advising Program Thomas J. Grites To register for additional sessions, please visit www.innovativeeducators.orgwww.innovativeeducators.org

3. The potential impact Academic advising is the only structured activity on the campus in which all students have the opportunity for one-to-one interaction with a concerned representative of the institution.

4. The potential impact

5. The core beliefs Conceptual Organizational

6. Conceptual beliefs Advising must be broadly defined

11. 1960’s Definition of Advising “The task of advising is concentrated in the opening days of registration and enrollment and consists of aiding students in the selection of courses.” Handbook of College and University Administration Asa Knowles, Editor

12. Advising Defined “Academic advising assists students to realize the maximum educational benefits available to them by helping them to better understand themselves and to learn to use the resources of the institution to meet their special educational needs.” David Crockett

13. Advising Defined “Academic advising is a decision-making process during which students reach their maximum educational potential through communication and information exchange with an academic advisor.” Thomas J. Grites

14. Advising Defined “Advising is concerned not only with a specific personal or vocational decision, but also with facilitating the student’s rational processes, environmental and interpersonal interactions, behavioral awareness and problem-solving, decision-making and evaluation skills.” Burns Crookston

15. More than the 60’s definition Advising is a relationship based on… » Collaboration » Learning » Growth » Sharing » Decision-Making » Maximizing Higher Education

16. Conceptual beliefs Advising must be defined broadly Advising is a form of teaching

17. Advising: A form of teaching Teaching is an instinctual art, mindful of potential, craving of realizations, a pausing, seamless process, where one rehearses constantly while acting, sits as a spectator at a play one directs, engages every part in order to keep the choices open and the shape alive for the student, so that the student may enter in, and begin to do what the teacher has done --- make choices. A. Bartlett Giamatti, A free and ordered space: the real world of the university

18. Advisors teach students... to value the learning process to apply decision-making strategies to put the college experience into perspective to set priorities and evaluate events to develop thinking and learning skills Core Values, National Academic Advising Association

19. Advisors teach students... to value the learning process to apply decision-making strategies to put the college experience into perspective to set priorities and evaluate events to develop thinking and learning skills to make choices Core Values, National Academic Advising Association

20. Advising programs…...promote learning and development in students by encouraging experiences which lead to intellectual growth, the ability to communicate effectively, appropriate career choices, leadership development, and the ability to work independently and collaboratively. Council for the Advancement of Standards in Higher Education

21. The Role of Advising Advising, rather than an extension of the educator’s role is integral to it. It is teaching which stretches beyond instruction. Robert Berdahl, New Directions for Teaching and Learning (past President, University of Texas)

22. Pause for Questions…… If you have not already done so, please submit questions using the chat function

23. Conceptual Beliefs Advising must be broadly defined Advising is a form of teaching There is a functional relationship between academic advising and career/life planning

24. The underlying assumption Traditional advising for course selection and sequencing is based on the assumption that a student has made a reasoned decision and is committed to a specific academic program.

25. The underlying assumption …suggests that the role of the advisor is to ensure that a student efficiently processes through a predetermined sequence of courses to earn a particular academic credential in a specified period of time.

26. The underlying assumption IS FALSE!

27. The underlying assumption students who are willing to admit they are undecided

28. The underlying assumption students who are willing to admit they are undecided students who changed their minds from application to orientation

29. The underlying assumption students who are willing to admit they are undecided students who changed their minds from application to orientation students who will change their minds (maybe more than once)

30. O’Banion advising paradigm 1. Exploration of Life Goals 2. Exploration of Career/Educational Goals 3. Selection of an Educational Combination 4. Selection of Classes 5. Scheduling of Classes

31. O’Banion advising paradigm 4. Selection of Classes 5. Scheduling of Classes

32. O’Banion advising paradigm 1. Exploration of Life Goals 2. Exploration of Career/Educational Goals 3. Selection of an Educational Combination

33. O’Banion advising paradigm 1. Exploration of Life Goals 2. Exploration of Career/Educational Goals 3. Selection of an Educational Combination 4. Selection of Classes 5. Scheduling of Classes

34. Conceptual beliefs Advising must be broadly defined Advising is a form of teaching There is a functional relationship between academic advising and career/life planning There is a strong relationship between academic advising and student persistence

35. Types of Attrition Expected and Justified

36. Types of Attrition Expected and Justified Stopping Out

37. Types of Attrition Expected and Justified Stopping Out Unnecessary and subject to institutional intervention

38. RETENTION The process of holding or keeping in one’s possession

39. RETENTION The process of holding or keeping in one’s possession

40. The process or state of being gradually worn down. ATTRITION

41. The process or state of being gradually worn down. ATTRITION Migrant Mother, Dorothea Lange Library of Congress, Prints and Photographs Division [ reproduction number LC-USF34-9058-C]

42. PERSISTENCE To continue to exist or prevail

43. PERSISTENCE To continue to exist or prevail

44. Expectations vs. Experience Be undecided 7% ExpectExperience 20 %

45. Expectations vs. Experience Be undecided 7% Change majors 12 ExpectExperience 20 % 65-85

46. Expectations vs. Experience Be undecided 7% Change majors 12 Fail a course 1 ExpectExperience 20 % 65-85 16

47. Expectations vs. Experience Be undecided 7% Change majors 12 Fail a course 1 Take extra time to complete a degree8 ExpectExperience 20 % 65-85 16 60

48. Expectations vs. Experience Be undecided 7% Change majors 12 Fail a course 1 Take extra time to complete a degree8 Drop out1 ExpectExperience 20 % 65-85 16 60 40

49. Expectations vs. Experience Be undecided 7% Change majors 12 Fail a course 1 Take extra time to complete a degree8 Drop out1 Transfer colleges12 Work in college36 Seek personal counseling6 Need tutoring15 Seek career guidance5 ExpectExperience 20 % 65-85 16 60 40 28 60 27 20 25

50. Academic Advising… …provides assistance mediating the dissonance between student expectations and the realities of the educational experience. Habley, 1983

51. Themes of Attrition Academic Boredom

52. Themes of Attrition Academic Boredom Academic Underpreparedness

53. Themes of Attrition Academic Boredom Academic Underpreparedness Lack of Certainty in major/career choice

54. Themes of Attrition Academic Boredom Academic Underpreparedness Lack of Certainty in major/career choice Transition/adjustment Difficulty

55. Themes of Attrition Academic Boredom Academic Underpreparedness Lack of Certainty in major/career choice Transition/adjustment Difficulty Dissonance/Incompatibility

56. Themes of Attrition Academic Boredom Academic Underpreparedness Lack of Certainty in major/career choice Transition/adjustment Difficulty Dissonance/Incompatibility Irrelevancy

57. Advising and Themes of Attrition Academic Boredom Academic Underpreparedness Lack of Certainty in major/career choice Transition/adjustment Difficulty Dissonance/Incompatibility Irrelevancy

58. What Works in Student Retention (2010) Survey sent to 2,995 colleges Survey Sections  Institutional Characteristics (24 items)  Student Characteristics (20 items)  Campus Practices (84 items) Returned by 1,061 colleges (35.4%)  228 (42.5%) four-year public colleges  401 (31.5%) four-year private colleges  386 (39.0%) two-year public colleges

59. Retention Interventions 94 identified retention practices 2 wild cards Two sub-sections:  Is this intervention offered? (yes or no)  If it is offered, rate the contribution to retention Five-point Rating Scale o 5 = Major Contribution to Retention o 4 o 3 = Moderate Contribution to Retention o 2 o 1 = Little or no contribution to Retention

60. Four-Year Public Colleges Interventions > 3.5 training for non-faculty academic advisors 3.70 advising interventions with selected student populations 3.93 increased number of academic advisors 3.98 integration of advising with first-year transition programs 3.80 academic advising center 3.98 center(s) that integrates acad. adv. with career/life planning 3.56

61. Four-Year Private Colleges Interventions > 3.5 training for non-faculty academic advisors 3.64 advising interventions with selected student populations 3.93 increased number of academic advisors 3.87 integration of advising with first-year transition programs 3.83 academic advising center 3.93 center(s) that integrates acad. adv. with career/life planning 3.60

62. Community Colleges Interventions > 3.5 training for faculty academic advisors 3.62 training for non-faculty academic advisors 3.76 advising interventions with selected student populations 3.91 increased number of academic advisors 4.01 integration of advising with first-year transition programs 3.87 academic advising center 3.87 center(s) that integrates acad. adv. with career/life planning 3.63

63. Rank-ordered clusters making the greatest contribution to retention Academic Advising First-Year Transition programs Learning Support Assessment/Course Placement 4-public 4-private 2-public 2 3 3 3 2 X 1 1 1 X X 3 http://www.act.org/http://www.act.org/ Enter “retention” in the search engine

64. Conceptual beliefs (review) Advising must be broadly defined Advising is a form of teaching There is a functional relationship between academic advising and career/life planning There is a strong relationship between academic advising and student persistence

65. Pause for Questions If you have not already done so, please submit questions using the chat function

66. Beliefs about organization Academic advising is central to the delivery of services for students

67. Counseling Health Student Support Services Advising Orientation Registration Financial Aid Housing Admissions Etc., etc., etc.

68. Academic Advising

69. The role of advising… Advising should be at the core of the institution’s educational mission rather than layered on as a service. Robert Berdahl, New Directions for Teaching and Learning

70. Beliefs about organization Academic advising is central to the delivery of services for students Academic advising must be a coordinated, collaborative process

71. Effective academic advising... CANNOT BE DONE IN ISOLATION. Advising requires coordination and collaboration among units across the campus that support and/or provide advising services

72. Admissions Orientation Records Registration Testing Academic Advising Coordinated Processes

73. Admissions Career/Life Planning Learning Assistance Supplemental Instruction Learning Communities Orientation Registration Records First Year Seminar Testing Academic Advising Coordinated Delivery

74. Admissions Special Populations Academic Departments Orientation Registration Records Undergrad. Colleges Testing Academic Advising Collaborative Efforts Career/Life Planning Learning Assistance Supplemental Instruction Learning Communities First Year Seminar

75. Collaboration and Coordination Efficient organization of support services Full spectrum of support services Clear definition of those services Articulation with academic advisors

76. Academic Advising Organizing and Delivering Academic Advising Wes Habley June 25

77. Beliefs about organization Academic advising is central to the delivery of services for students Academic advising must be a coordinated, collaborative process Academic advising systems must actively reach out to students

78. Active outreach to students Advisors should be available at times when, and in places where, students make educational decisions

79. Why reach out? An academic advisor is unlike any role model the new student has encountered

80. Why reach out? An academic advisor is unlike any role model the new student has encountered Students receive advice from all sorts of people and much of that advice is inaccurate, incomplete, or inappropriately value laden

81. Why reach out? The use of technology may supplant rather than support the advising process

82. Why reach out? The use of technology may supplant rather than support the advising process The first six weeks of transition are critical to the institution’s retention efforts

83. Why reach out? The use of technology may supplant rather than support the advising process The first six weeks of transition are critical to the institution’s retention efforts It is easier to anticipate a problem than it is to solve one

84. Beliefs about organization Academic advising is central to the delivery of services for students Academic advising must be a coordinated, collaborative process Academic advising systems must actively reach out to students Effective advising programs focus on training, assessment, and recognition

85. The Big Three…. It is impossible to do a job well if…  no one sets expectations or provides you with tools or resources to do the job (Training)

86. Effectiveness Triad Advisor Development

87. Effectiveness Implementing training programs 1987 2004 2.4 3.0

88. Effectiveness Triad Advisor Development Training Academic Advisors Tom Brown July 18

89. The Big Three…. It is impossible to do a job well if…  no one sets expectations or provides you with tools or resources to do the job (Training)  there is no feedback on effectiveness (Assessment)

90. Effectiveness Triad Assessment Advisor Development

91. Implementing training programs Program evaluation Advisor evaluation Effectiveness 2.4 3.0 2.3 2.8 1987 2004

92. Effectiveness Triad Advisor Development Assessing the Effectiveness Of Your Advising Program Tom Grites July 30 Assessment

93. The Big Three…. It is impossible to do a job well if…  no one sets expectations or provides you with tools or resources to do the job (Training)  there is no feedback on effectiveness (Assessment)  you receive no recognition or reward for exemplary work (Recognition)

94. Effectiveness Triad Recognition Advisor Development Assessment

95. Effectiveness (cont.) Implementing training programs Program evaluation Advisor evaluation Advisor recognition 2.4 3.0 2.3 2.8 2.0 2.4 1987 2004

96. Conceptual beliefs Broad definition of advising Advising as teaching Career/Life planning Student persistence

97. Beliefs about organization Centrality of advising Coordination and Collaboration Active Outreach Training, Assessment, Recognition

98. Academic advising is the only structured activity on the campus in which all students have the opportunity for one-to-one interaction with a concerned representative of the institution. The potential impact

99. Additional Questions

100. Dr. Wes Habley Assistant Vice President, Strategic Partnerships ACT, Inc. cubsact@hotmail.com