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Phone: (785) 532-5717

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© 2013 National Academic Advising Association

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Academic Advising Association are service marks of the National Academic Advising

Association.

The Global Community for Academic Advising

Embracing the Role of

Academic Advising in

Supporting Student Success

Retention by the Numbers

NCES 2002 Cohort

Berkner et. al., 2002

Students who completed their degrees at

the same institution within 5 years

NCES 1995-96 Cohort

Topics

1. Political and Economic Pressure

2. Academic Advising and Retention

3. Engagement and the College Experience

4. Promising Philosophical Perspectives &

Practices

5. Questions for Contemplation and Discussion

1. Political and Economic Pressure

Today’s Headlines

Student Retention and Persistence is a

hot topic for Higher Education institutions

because of:

• Public Perception

• Changing Workplace

• Government Interests

• Resource/Revenue Generation

• Global Financial Crisis

Headlines

January 3, 2013

College Education Is Expected to

Remain a High Priority for StatesBy Eric Kelderman

December 21, 2012

We need to produce learners,

not just studentsBy Robert Talbert

October 14, 2012

Community Colleges for the

Students They Actually HaveBy Josh Wyner

November 29, 2012

Admissions Report Reflects a

Decade of ‘Unparalleled

Uncertainty’By Eric Hoover

May 30, 2008

Colleges Mine Data to Predict

DropoutsBy Catherine Rampell

October 12, 2012

College Persistence Linked to

Rigorous Courses and Academic

AdvisingBy Caralee Adams

Martha Cooper, photographer

Library of Congress

Textile

Winding

Setter

40%

reduction in

jobs between

2008-2018

Carnevale, et. al., 2010

IT & health

professionals,

2008-2018:

Computer software

engineers:

34% growth

Home health aides:

50% growth

Network analysts:

53% growth

Nimataradji, photographer

Carnevale, et. al., 2010

66% of jobs in the United

States will require a

postsecondary education

& training by 2020

58% of all jobs in

Georgia will require a

postsecondary education

& training by 2020

Carnevale & Smith, 2012

Unemployment based on education,

2011

Bureau of Labor Statistics

What Does this Mean for Academic Advising

and Advising Administrators?

Not because I can email a Rihanna song

from my phone. RT @ftrain @suzisteffen

2. Academic Advising and Retention

Our Shared Goal: Student Success

“Retention is a byproduct of a

good educational experience.”

Vincent Tinto

Leaving College: Rethinking the Causes

and Cures of Student Attrition, 1993

Academic Advising is Essential

“Effective retention programs have

come to understand that academic

advising is at the very core of

successful institutional efforts to

educate and retain students.”

Vincent Tinto

Leaving College: Rethinking the Causes

and Cures of Student Attrition, 1993

� High Expectations

� Support

� Academic Advising

� Involvement

� Student-Learning Focused

Vincent Tinto, 2007

Taking Student Retention Seriously

Key Institutional Conditions

Klepfer & Hull longitudinal study of over

9,000 high sophomores through 2nd yr in

college discovered 3 factors related to

student success:

�High-level Mathematics

�AP/IB Courses

�Academic Advising

Center for Public Education at the National School Boards Association

Kasey Klepfer & Jim Hull, 2012, as reported by Adams

http://bit.ly/RxoqxX

Key Institutional Conditions

Advising Serves as a Bridge

“Personal tutoring [academic advising]

can provide information about higher

education processes, procedures and

expectationsM.Personal tutoring can

provide guidance and structure,

especially in those early days.”

Liz Thomas, Widening Participation and the Increased

Need for Personal Tutoring, Personal Tutoring in Higher

Education, 2006.

Advisors Aid Students in

Understanding:

� The amount of time needed to study vs. their expectations

� What a particular program of study or course involves vs. their perception

� The college culture vs. their high school experience

Nancy King, Vice-President for Student Success, Kennesaw State University

Advisors Aid Students in

Understanding:

� The amount of time needed to study vs. their expectations

� What a particular program of study or course involves vs. their perception

� The college culture vs. their high school experience

Nancy King, Vice-President for Student Success, Kennesaw State University

Evolution of Advising

• From Prescriptive to Developmental

• Advising recognized as a teaching function

• Problem: Perception of advising as service;

perception of advising as a task, not a

relationship

– Tasks are delegated

– Advising tasks are less important than other

faculty responsibilities

– Advising is unrewarded & lacks meaning

Evolution of Advising

Topics

Political and Economic Pressure

Academic Advising and Retention

3. Engagement and the College Experience

4. Promising Philosophical Perspectives &

Practices

5. Questions for Contemplation and Discussion

3. Engagement and The College

Experience

Engagement

“The intersection of student

behaviors and institutional conditions

over which colleges and universities

have at least marginal control.”

Kuh, et al, 2007.

Educationally effective institutions

channel student energy toward the

right activities, typically called “High

Impact Practices”.

Institutional Conditions

High-Impact Educational

Practices—What Are They?

� First-Year Seminars and Experiences

� Common Intellectual Experiences

� Learning Communities

� Writing-Intensive Courses

� Collaborative Assignments and Projects

� Undergraduate Research

� Diversity/Global Learning

� Service Learning, Community-Based Learning

� Internships

� Capstone Courses and ProjectsKuh, George D. 2008. High-Impact Educational Practices, AAC&U

Why They Matter(from Kuh, G.D., High Impact Educational Practices, 2008)

� They demand that students devote considerable

time and effort to purposeful tasks.

� They put students in circumstances that

demand they interact with faculty and peers

about substantive matters.

� They increase the likelihood that students will

experience diversity through contact with people

who are different from themselves.

� Students typically get frequent feedback about

their performance in every one of this activities.

� They provide opportunities for students to see

how what they are learning works in different

settings, on and off campus.

� Finally, it can be life changing to study abroad,

participate in service learning, conduct research

with a faculty member, or complete an

internship.

What matters most is what

students do and the effort they

expend, not who they are.

Student Behaviors

BUT�

Who they are affects what students

do and the effort they expend.

Understanding this is important to

designing academic advising programs.

NACADA Concept Statement on Academic

Advising

“Academic advising engages students

beyond their own aspirations, while

acknowledging their characteristics,

values, and motivations as they enter,

move through, and exit the institution.”

“Academic advising is a multi-dimensional and intentional process, grounded in teaching and learning, with its own purpose, content, and

specified outcomes.”

NACADA Concept Statement on Academic

Advising

Multidimensional

• Educational

• Curricular

• Career

• Personal

Intentional

• Not serendipitous

• Intentional in design and desired outcomes

The Psychology of Leaving (or

Staying): Intentions and

Attitudes

Back to Student BehaviorsF

The Psychology of Leaving (or

Staying): Intentions and Attitudes

The intention to leave (or stay) is the best

predictor of actual student departure

Intentions are the byproduct of the

interaction of the student and the institution� Faculty

� Other Students

� Administrators and Staff Members

Bean, 2005

**REDALERT**REDALERT**REDALERT**

Attitudes affect Intentions

Institutional Fit & Commitment

Attitudes about Being a Student

� Satisfaction, Confidence, Competence

� Perceived value of one’s education to

career/job� Relationship between what one is studying to

one’s future

� Stress level associated with attending a

given school

Bean, 2005

Influencing Attitudes and Intentions

Good advising should link a student’s

academic capabilities with his or her choice of

courses and major, access to learning

resources, and a belief that the academic

pathway a student is traveling will lead to

employment after college.

Advising should be done well so students

recognize their abilities and make informed

choices.Bean, 2005

Influencing Attitudes and Intentions

Good advising contributes to academic

and social integration. This results from

positive experiences that increase:

� satisfaction with being a student at a given

institution

� confidence in one’s ability

� academic competence, and

� one’s understanding his/her educational,

career and life goals

Bean, 2005

Topics

Political and Economic Pressure

Academic Advising and Retention

Engagement and the College Experience

4. Promising Philosophical Perspectives &

Practices

5. Questions for Contemplation and Discussion

4. Promising Philosophical Perspectives

& Practices

Promising Philosophical Perspectives

and Practices

� Advising as Teaching and Learning

� Collaborative Reflection and Decision-

Making—aka Assessment

� The Advising Syllabus

� Student Self-Authorship

� Advising to Optimize the Student

Experience

Advising as Teaching & Learning

Guides and Defines Our Roles as

Educators and Facilitators of Learning

� Learning is Individual and

Developmental

� Indicates a Knowledge Base that

Extends Beyond Information toward

Conceptual Understanding� Student Learning and Development

� Career Development

� Others

Collaborative Reflection and

Decision-making for Improvement

(Also Known as “Assessment”)

What Do We Need to Know to Improve� Student Learning?

� Advising Practice?

How Can We Build a Collegial,

Collaborative Approach to Reflection

for Improvement?

The Advising Syllabus

The Advising Syllabus Sets the

Stage

� Creates Conversation

� Prompts Questions

� Outlines the Relationship

� States Outcomes

� Defines Academic Advising

Among the Components

� Mission

� Definition/Philosophy

� Contact Information

� OUTCOMES

� RULES, RIGHTS, RESPONSIBILITIES

� Policies & Procedures

� Resources

Promoting Student Self-Authorship

Becoming self-authored requires

transformational learning that helps

students “learn to negotiate and act on

[their] own purposes, values, feelings,

and meanings rather than those [they]

have uncritically assimilated from

others”.

Mezirow, 2000

Magolda on Self-Authorship

“The shift to self-authorship occurs when students

encounter challenges that bring their assumptions

into question, have opportunities to reflect on their

assumptions, and are supported in reframing their

assumptions into more complex frames of

reference.

The role of the educator is to initiate conversation,

listen, and help students learn from their

experiences.”Magolda, 2007

Advising to Optimize the Student

Experience

1. Adopt a “Talent Development” Approach to

Advising

Know your students, meet students where they are

2. Make Advising a Tag Team Activity

Share responsibility, draw on many sources

3. Help Students Map Out a Path to Success

Teach campus culture, emphasize initiative, point to

programs that work

Advising to Optimize the Student

Experience

4. Make Every Interaction Meaningful

Connect early, imbed advising into FYP,

offer peer-mentoring programs

5. Focus on Culture Sooner Than Later

Emphasize culture & diversity in advisor hiring &

programming, identify cultural barriers in advising,

understand & promote cultural engagement for

students

5. Questions for Contemplation and

Discussion

Questions

� How do you define student success? How do you

define retention? How does your campus define each

of these terms?

� The literature continues to support an important role for

academic advising in student success and retention. In

what ways is academic advising considered important

to your campus plan for student success and/or

retention? As an administrator, how might you add

support to or make the case for academic advising as a

strategic initiative for enhancing student success and/or

retention?

Questions

� Consider the students and the student experience(s) on

your campus. How would you describe the nature of

that/those experience(s) on your campus and how

might academic advising be utilized to strengthen

that/those experience(s)? What are your ideas for

action?

References

Adams, C. 2012. College persistence linked to rigorous courses and academic advising. Education Week (blog). Retrieved December 28, 2012 from http://bit.ly/RxoqxX.

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. Westport, Connecticut: Praeger Publishers.

Bean, J. and Eaton, S.B. 2002. A Psychological Model of College Student Retention in John M. Braxton, 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.

Berkner, L., He., S., & Cataldi, E. F. 2002 December. Descriptive summary of 1995-96 beginning postsecondary students: Six years later. National Center for Education Statistics. Retrieved December 31, 2012 from nces.ed.gov/pubs2003/2003151.pdf.

Bureau of Labor Statistics, United States Department of Labor. Employment Projections. Retrieved December 28, 2012 from http://www.bls.gov/emp/ep_chart_001.htm.

Carnevale, A. P. & Smith, N. July 31, 2012. A decade behind: Breaking out of the low-skill trap in the southern economy. Georgetown Center on Education and the Workplace. Retrieved December 28, 2012 from http://cew.georgetown.edu/south/.

Carnevale, A. P., Smith, N., & Strohl, J. June 15, 2010. Help wanted: Projections of jobs and education requirements through 2018. Georgetown Center on Education and the Workplace. Retrieved December 28, 2012 from http://cew.georgetown.edu/jobs2018/.

Council for the Advancement of Standards. CAS Standards for Academic Advising Programs. Retrieved December 28, 2012 from http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/CAS-Standards-for-program-assessment.aspx

Crookston, B. B. 1972). A Developmental View of Academic Advising as Teaching in Journal of College Student Personnel, volume 13, pp. 12-17.

Klepner, K. & Hull, J. October 2012. High school rigor and good advice: Setting up students to succeed. The Center for Public Education. Retrieved December 28, 2012 from http://www.centerforpubliceducation.org/Main-Menu/Staffingstudents/High-school-rigor-and-good-advice-Setting-up-students-to-succeed/High-school-rigor-and-good-advice-Setting-up-students-to-succeed-Full-Report.pdf

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.

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.

References

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 December 28, 2012 from http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Concept-of-Academic-Advising.aspx

National Center for Education Statistics, 2002 December. December summary of 1995-96 beginning postsecondary students: Six years later. Retrieved December 31, 2012 from nces.ed.gov/pubs2003/2003151.pdf.

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. 2007. Taking Student Retention Seriously. Retrieved December 28, 2012 from http://www.umesgolf.com/assets/0/232/3812/4104/4110/bd28b4ae-e1cc-4575-9b37-535d2d2be5f1.pdf

References