Transcript Advising First-Year Students

Chuck Lepper, Ph.D.
Assistant Vice President for Student Development
Services
Ivy Tech Community College
[email protected]
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NACADA Summer Institute 2013
Jacksonville, FL
Special Thanks to Terry Musser, Kathy Stockwell, and Beth Higgins
“The largest proportion of
institutional leaving occurs in the
first year and prior to the beginning
of the second year. For this reason
alone, the first year has become a
special object of institutional
policy aimed at reducing student
attrition.”
V. Tinto
Leaving College
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Past view: “look to your right, then look to your left....one of
you won’t be here after the first year”
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Today: facilitate student success and provide support systems
to help all first-year students succeed
“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 Administrators
Asa Knowles, Editor 1960
Advising:
 viewed as retention tool
 assists students in academic, social and career development
 far more than scheduling classes
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Anxiety vs false sense of confidence
Interest in career preparation
Frequent isolation
 Difficulty making friends
 Failure to “connect” with the institution
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Often underprepared for college level work
Difficulty with
time management
“Advising is viewed as a way to
connect students to the campus and
help them feel that someone is
looking out for them.”
George Kuh
Student Success in College (2005)
“First-year students are dropping out of
school in alarming numbers: one in four
freshmen at 4-year institutions and one in
two freshmen at 2-year institutions fail to
return for a sophomore year.”
Crisis at the Core
Preparing All Students for College and Work
ACT, 2004
1.
2.
3.
4.
5.
Too much fun at the expense of classes and grades
A sense of not belonging; a sense of isolation, homesickness
Academically unprepared, burned-out on education
Financial constraints;
low on funds
Personal family issues
6.
7.
8.
9.
10.
Academic climate fit
Choice of wrong major; major not offered
Lack of advising, guidance
Demands from part-time or full-time employment
Move to a different geographic location
Randall S. Hansen, Ph.D.
“Good advising may
be the single most
underestimated
characteristic of a
successful college
experience.”
Richard Light
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Traditionalists: 1934-1945

Baby Boomers: 1946-1964
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Generation X: 1965-1980
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Generation Y/Millenials: 1981-2000
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Lancaster & Stillman, 2002
o
o
o
o
o
o
o
o
Adaptable
Technologically savvy
Hardworking
Been Socialize to be Successful
Engaged in Numerous Activities
Interested in Social Issues
Generous Practical
Accustomed to Structuring Time,
Working from Schedules and Following
Rules
Elam, Stratton, & Gibson (2007)
o
o
o
o
o
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Close to Parents who Participate in Educational Pursuits
Helicopter/Stealth Parents
May Dismiss Issues of Diversity
Stunted Interpersonal Skills
Short Attention Spans
Lack the Skills Necessary to be Critical Thinkers or
Demonstrate Introspection and Self-Reflectino
Elam, Stratton, & Gibson (2007)
“Provides assistance mediating the dissonance between student
expectations and the realities of the educational experience.”
Wes Habley, 1981
NASPA Journal
“Four institutional conditions stand
out as supportive of retention:
information/advice, support,
involvement, and learning.”
Tinto (1999)
o
Ensure higher education expectations are clearly articulated at
secondary education level.
o
ID strengths and needs of before classes begin.
o
Establish a warm and open relationship.
o
Be accessible.
o
Teach students policies/procedures while stressing their
responsibilities.
o
Explain program requirements to advisees.
o
Early alert warning system
o
Support groups for returning adults
o
Help students connect relevance of course curriculum to college
experience and career development
o
Assist in designing appropriate schedules
o
Introduce campus resources
o
Make appropriate referrals
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Explore purpose and value of college education
o
Aid student with time management skills
o
Help advisees develop study skills, overcome test anxiety, and
achieve course goals.
o
Aid in developing realistic career goals
o
Help them make their own decisions and take responsibility for
their education
o
Encourage them to participate in co-curricular activities

Orientation
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Advising Center
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Faculty Advising
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Peer Advising/Mentoring
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First-year seminar
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Learning Communities
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Residence Hall-based advising
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Multicultural Centers
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Interventions with at-risk students
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Learning assistance centers
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Early alert system
WHERE ARE THE POTENTIAL ADVISING
INTERVENTIONS?
Student applies
Student accepts offer
Student takes placement tests and completes online survey
Student prepares for academic orientation -- first advising experience
Student participates in academic orientation
Student has traditional orientation before classes begin
Student takes first-semester courses
Student meets with assigned academic adviser
Student communicates with adviser and vice versa
Student plans next semester schedule
Student takes second-semester courses
Student communicates with adviser and vice versa
Student meets with assigned academic adviser
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Caring attitude
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Efficiency
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Respect
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Good “customer service”
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Responsiveness to needs
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Enthusiasm for what they’re doing
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A willingness to go the extra mile
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Humor
What can YOUR college do to increase
retention of first-year students?
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First-Year Seminars and Experiences
Common Intellectual Experiences
Learning Communities
Writing-Intensive Courses
Collaborative Assignments & Projects
Undergraduate Research
Diversity/Global Learning
Service Learning, Community-Based Learning
Internships
Capstone Courses & Projects
“People will forget what you say.
They will even forget what you do.
But, they will never forget how you
made them feel.”
- Dr. Maya Angelou