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Academic Advising and the Campus Environment

Blane Harding Director of Advising, Recruitment, and Retention Colorado State University 1

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 2

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) 3

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 4

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.

5

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 6

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 7

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 8

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 9

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 10

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 11

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.

12

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 13

Changing Demographics Growth Rate

GROUP 1980-1990 1990-2000 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%

AAPI Population and Percent AAPI of the Total Population 1990 to 2020

AAPI Population (in millions) Percent AAPI 10 8 6 4 2 0 20 18 16 14 12 7.3

11.1

1990 2000 14.1

14.9

17.9

2005 2010 2020 Data Source: U.S. Bureau of Census 6% 5% 4% 3% 2.9% 2% 1% 0% 1990 3.7% 2000 4.9% 5.2% 2005 2010 5.7% 2020

400,000 350,000 300,000 250,000 200,000 150,000 100,000 50,000 0 AAPI Enrollment in U.S. Higher Education

by Institutional Type, 2000

363,798 354,564 101,751 Private Four-Year Public Four-Year Public Two-Year National Center for Education Statistics, IPEDS, 2006

Asian American and Pacific Islander Ethnic Categories

Asian American .

Bangladeshi Bhutanese Burmese Cambodian Chinese Filipino Hmong Indian Indo Chinese Iwo Jiman Japanese Korean Laotian Malaysian Maldivian Nepalese Okinawan Pakastani Singaporean Sri Lankan Taiwanese Thai Vietnamese Other Asian Data Source: U.S. Bureau of Census Pacific Islander American .

Carolinian Chamorro Chuukese Fijian Guamanian I-Kiribati Kosraean Mariana Islander Marshallese Native Hawaiian Ni-Vanuatu Palauan Papua New Guinean Pohnpeian Saipanese Samoan Solomon Islander Tahitian Tokelauan Tongan Yapese Polynesian Micronesian Melanesian

Ethnicity No Formal High School Some College Bachelor’s Degree PhD

Asian Indian 2.2 85.4 74.3 60.9 4.6

Chinese 5.3 77.6 63.6 46.6 4.9

Filipino 1.3 87.4 71.2 41.7 0.6

Japanese 0.6 91.4 69.2 40.4 1.7

Korean 2.1 86.4 64.8 43.1 2.4

Cambodian 26.2 47.1 28.0 9.1 0.2

Hmong 45.0 40.7 24.3 7.4 0.2

Laotian 22.7 50.5 26.0 7.6 0.2

Vietnamese 8.0 61.9 42.9 19.5 0.5

AAPI Enrollment in U.S. Higher Education by Institutional Type

400,000 350,000 300,000 250,000 200,000 150,000 100,000 50,000 0 101,751 354,564 363,798 Private Four-Year Public Four-Year Public Two-Year National Center for Education Statistics, IPEDS, 2006

Latino(a) Students

Latino(a) Students

Latino(a) Students

African American Students

African American Students

African American Students

25

African American Students

26

(b1)

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

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

”

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 30

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 31

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

32

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. 33

Partnerships / Relationships

1.

Visions and goals: mutually agreed upon 2.

3.

4.

Understanding and appreciation for one another’s work Ongoing communication Value, solicit, and learn from partners

5. Create and implement shared inclusive decision making 6. Utilize reciprocal learning

Partnerships / Relationships

7. Respect, trust, and mutual understanding 8. Develop a belief that all contribute to the student, community, and institution 9. Share resources 10. Celebrate shared accomplishments 11. Consistently advocate for one another 12. Identify and collectively challenge organizational structures

Coalition Building

36

Collaboration & Communication

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

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.

38

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 39

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 http://soeweb.syr.edu/Faculty/Vtinto/)

40

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 http://soeweb.syr.edu/Faculty/Vtinto/)

41

Academic Advising IS Engagement

College Experience Academic Advising Student Behaviors Institutional Conditions

42

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.

43

Campus Trends/Advising Opportunities

       Accountability Changing student demographics Legal issues Financial issues Technology Changing modes of delivery and competition Changing curricula 44

References

Astin, A. 1993.

What matters in college? : Four critical years revisited

. San Francisco: Jossey-Bass, publishers.

Bean, J.P. 2005. “Nine themes of College Student Retention”, in Alan Seidman (ed.),

College student retention

John M. Braxton, . Westport, Connecticut: Praeger Publishers.

Bean, J. and Eaton, S.B. 2002. “A Psychological Model of College Student Retention”, in

Reworking the student departure puzzle

. Nashville, Tennessee: Vanderbilt University Press.

Berdahl, R. O. 1995. “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 http://www.nacada.ksu.edu/Clearinghouse/Research_Related/CASStandardsForAdvi sing.pdf

Crookston, (1972) Crookston, B. B. (1972). “A Developmental View of Academic Advising as Teaching”, in

Journal of College Student Personnel, volume 13, pp. 12 17.

Habley, W. 1981. NASPA Journal Kuh, G.D. 2008.

High-impact educational practices

. Washington, D.C.: AAC&U.

Kuh, G.D., Kinzie, J., Schuh, J.H., Whitt, E.J. and Associates . 2005.

Student success in college: Creating conditions that matter.

San Francisco: Jossey-Bass, publishers.

Lewin, K 1997.

Resolving social conflicts & field theory in social science.

Washington, D.C.: American Psychological Association.

45

Lowenstein, M. Fall, 2005. “If teaching is advising, what do advisors teach?” www.nacada.ksu.edu/AAT/NW30_2.htm

Macfarlane, B. 2007.

The academic citizen: The virtue of service in university life

. New York: Routledge Publishing.

Magolda, M.B. and King, P.M. Winter 2008. “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. 2000.

Learning as transformation: Critical perspectives on a theory in progress.

San Francisco: Jossey-Bass.

National Academic Advising Association. 2006. NACADA concept of academic advising. Retrieved June 27, 2007 from http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/Concept-Advising.htm

Thomas, L and Hixenbaugh, P., eds. 2006.

Personal tutoring in higher education

. Stoke on Trent, UK: Trentham Books Tinto, V. 1993.

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 http://soeweb.syr.edu/Facuty/Vtinto/ 46