Jo Anne HuberAcademic Advising Coordinator

The University of Texas at Austinjohuber@austin.utexas.edu

NACADA Summer Institute 2013Scottsdale, AZ

Special Thanks to Chuck Lepper, 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. TintoLeaving College

Past view: “look to your right, then look to your left....one of you won’t be here after the first year”

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

Anxiety vs false sense of confidence Interest in career preparation Frequent isolation

Difficulty making friends Failure to “connect” with the institution

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 CorePreparing All Students for College and Work

ACT, 2004

1. Too much fun at the expense of classes and grades2. A sense of not belonging; a sense of isolation, homesickness3. Academically unprepared, burned-out on education4. Financial constraints;

low on funds5. Personal family issues

6. Academic climate fit

7. Choice of wrong major; major not offered

8. Lack of advising, guidance

9. Demands from part-time or full-time employment

10. Move to a different geographic locationRandall S. Hansen, Ph.D.

“Good advising may be the single most underestimated characteristic of a successful college experience.”

Richard Light

Traditionalists: 1934-1945

Baby Boomers: 1946-1964

Generation X: 1965-1980

Generation Y/Millenials: 1981-2000

Lancaster & Stillman, 2002

o Adaptableo Technologically savvyo Hardworkingo Been Socialize to be Successfulo Engaged in Numerous Activitieso Interested in Social Issueso Generous Practical o Accustomed to Structuring Time,

Working from Schedules and Following Rules

Elam, Stratton, & Gibson (2007)

o Close to Parents who Participate in Educational Pursuitso Helicopter/Stealth Parentso May Dismiss Issues of Diversity o Stunted Interpersonal Skillso Short Attention Spanso 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

o 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

Advising Center

Faculty Advising

Peer Advising/Mentoring

First-year seminar

Learning Communities

Residence Hall-based advising

Multicultural Centers

Interventions with at-risk students

Learning assistance centers

Early alert system

FIRST-YEA

R STU

DEN

T TIMELIN

E

Student appliesStudent 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 meets with assigned academic adviser

Student communicates with adviser and vice versa

WHERE ARE THE POTENTIAL ADVISING WHERE ARE THE POTENTIAL ADVISING INTERVENTIONS?INTERVENTIONS?

Caring attitude

Efficiency

Respect

Good “customer service”

Responsiveness to needs

Enthusiasm for what they’re doing

A willingness to go the extra mile

Humor

What can YOUR college do to increase retention of first-year students?

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