Advising Partnerships for Student Success

University of Maryland Eastern Shore

The Goals for Today’s Discussion

1 32A brief review

of key concepts in

effective advising

An overview of the College

Student Inventory as a powerful tool for effective

advising

A discussion of the role of

referrals as building blocks

for advising partnerships

1Key Concepts

in Effective Advising

Relevant Theories in Student Success

• The importance of challenge and support (Sanford)

• The value of involvement and Input-Environment-Output (I-E-O) (Astin)

• The imperative of academic and social engagement (Tinto, Braxton-Hirschy)

• The effectiveness of validation (Rendon)

• The importance of early intervention (Noel-Levitz)

The Value of Relationships

“There’s enormous evidence in the literature that students who stay in college and who graduate are much more likely to be students who develop a relationship with one significant person in the employ of the college.”

John Gardner

National Resource Center for the First-Year Experience & Students in Transition

Academic Advising as an Influential Relationship

”Academic advising is the only structured activity on the campus in which all students have the opportunity for on-going, one-to-one interaction with a concerned representative of the institution.”

Wes Habley, ACT

Proactive/Intrusive Advising

“Intrusive advising refers to an active concern with students’ academic preparedness and a willingness to assist them in exploring services and programs that can improve their skills and motivate them to complete their educational plan. It also requires taking an interest in them personally and approaching the situation with an open and caring attitude.”

Lee Upcraft and Gary KramerPatterns in the Present, Pathways to the Future

Advising as Teaching

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)

National Data from Noel-Levitz Student Satisfaction Inventory Ranks Advising as the

Most Important Factor to StudentsScale: 7 = Very important/very satisfied; 1 = Not important/not satisfied at all

Academic AdvisingImportance: 6.29 Satisfaction: 5.18Performance gap mean: 1.11

Instructional EffectivenessImportance: 6.28Satisfaction, 5.22Performance gap mean: 1.06

N: 94,131Four-year public universities

Your strengths and challenges are based on

items students indicate as important

You showed several institutional strengthsVery

Important

VerySatisfied

VeryUnimportant

VeryDissatisfied

Copyright 2005 Noel-Levitz

55

65

1435

6

26

33

5016

32

69 8

19

UMES StrengthsItem # Item IMP SAT GAP NAT

33. My academic advisor is knowledgeable about requirements in my major. 6.91 5.74 1.17

16. The instruction in my major field is excellent. 6.83 5.30 1.53

55. Major requirements are clear and reasonable. 6.83 5.44 1.39

6. My academic advisor is approachable. 6.82 5.92 0.90 +

8. The content of the courses within my major is valuable. 6.81 5.39 1.42

68. Nearly all of the faculty are knowledgeable in their field. 6.80 5.39 1.41

69. There is a good variety of courses provided on this campus. 6.75 5.28 1.47

19. My academic advisor helps me set goals to work toward. 6.74 5.59 1.15 +

65. Faculty are usually available after class and during office hours. 6.72 5.34 1.38

14. My academic advisor is concerned about my success as an individual. 6.70 5.87 0.83 +

35. The assessment and course placement procedures are reasonable. 6.68 5.35 1.33 +

50. Class change (drop/add) policies are reasonable. 6.66 5.43 1.23

26. Computer labs are adequate and accessible. 6.59 5.36 1.23

32. Tutoring services are readily available. 6.58 5.54 1.04

You have some challenges as well

VeryImportant

VerySatisfied

VeryUnimportant

VeryDissatisfied

Copyright 2005 Noel-Levitz

53

7

25

57

59

36

29

17

23

UMES Challenges

Item # Item IMP SAT GAP NAT

7. The campus is safe and secure for all students. 6.85 4.86 1.99 -

36. Security staff respond quickly in emergencies. 6.83 4.56 2.27

25. Faculty are fair and unbiased in their treatment of individual students. 6.74 4.74 2.00 -

17. Adequate financial aid is available for most students. 6.72 4.67 2.05

59. This institution shows concern for students as individuals. 6.72 4.76 1.96

23. Living conditions in the residence halls are comfortable (adequate space, lighting, heat, air, etc.)

6.69 4.10 2.59

53. Faculty take into consideration student differences as they teach a course.

6.67 4.68 1.99

29. It is an enjoyable experience to be a student on this campus. 6.66 4.58 2.08 -

57. I seldom get the “run-around” when seeking information on this campus.

6.60 3.66 2.94 -

Students found some discrepancy between importance and satisfaction

SCALE IMP SAT GAP NAT Academic Advising 6.80 5.71 1.09 + Instructional Effectiveness 6.71 5.07 1.64 Safety and Security 6.68 4.55 2.13 Registration Effectiveness 6.60 4.99 1.61 Concern for the Individual 6.59 4.98 1.61 Recruitment and Financial Aid 6.58 4.62 1.96 Campus Climate 6.54 4.75 1.79 - Student Centeredness 6.51 4.81 1.70 - Campus Support Services 6.49 5.27 1.22 Service Excellence 6.48 4.71 1.77 Campus Life 6.32 4.63 1.69 Responsiveness to Diverse Populations

4.97

Overall experiences at UMES are below the national average

ITEM UMES SAT

NAT SAT

NAT

So far, how has your college experience met your expectations?

4.11 4.49 -

Rate your overall satisfaction with your experience here thus far.

4.79 5.20 -

All in all, if you had to do it over, would you enroll here again?

4.40 5.28 -

2The Retention Management System as a

Catalyst for Student Success

A conceptual model of retention:

Entering Student Variables

+ Student Motivation Variables

+ Student Integration Variables

= Student’s Likelihood to Persist

The College Student Inventory of the

Retention Management System

(RMS) is a motivational

assessment and intervention program

used by 450 campuses

This motivational assessment serves as a

springboard for proactive

interventions with incoming students

Reports include three individual reports of each student, and the summary and planning report on the incoming class

Advisors meet with students about their

student report, discussing the pattern of strengths and needs

as the student transitions to college,

referring them to relevant campus

services

This information helps in establishing

a meaningful dialogue with new

students about their motivations, goals,

and campus services, as they

develop their educational plans

…focusing on the timeless relevance of personalized and informed interventions

…guiding students toward the attainment of their academic, personal, and career goals.

Developing IndividualGame Plans for Success

•Identify two of your strengths from your student report.

•Identify two things you would like to improve upon based on your student report.

•List contact information regarding obtaining in assistance with areas in which you would like to grow.

•List three strategies and how you plan to implement them in order to make the first year at UMES successful

3The Value of Timely

and Relevant Referrals

Proactive student success initiatives serve to counter-balance many concerns

Interventions

Motivations

Risk Variables

•Academic

•Financial

•Social

Network of Support: The Value of Partnerships

The success of students and the success of the institution are inseparable

Advising is a Key to Student Retention

“The best way to keep students enrolled is to keep them stimulated, challenged, and progressing toward a meaningful goal. The best way to do that - especially among new students - is through informed academic advising.”

– Academic Advising for Student Success and Retention, Leaders Guide, Noel-Levitz, P. 39