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© 2011 National Academic Advising Association

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NACADA Summer Institute 2011

New OrleansTerry Musser

Penn State University

Colorado SpringsKathy Stockwell

Fox Valley Technical College

“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

“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 grades

2. A sense of not belonging; a sense of isolation, homesickness

3. Academically unprepared, burned-out on education

4. Financial constraints; low on funds

5. Personal family issues

6. Academic climate fit7. Choice of wrong major; major not offered8. Lack of advising, guidance9. Demands from part-time or full-time

employment10. 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

Traditionalists: 1934-1945

Baby Boomers: 1946-1964

Generation X: 1965-1980

Generation Y/Millenials: 1981-2000

Lancaster & Stillman, 2002

o Adaptableo Technologically savvyo Ability to grasp new

conceptso Efficient multi-taskers o Impatiento Skepticalo Blunt and expressiveo Image-driveno The “me” generation

o Short attention spanso Often under-prepared for college-level

worko Interested in career preparationo Have the “fast food” mentalityo Have strong relationships

with their familieso Very service-oriented

Expect Experienceo Be undecided 7% 20%o Change majors 12 65-85o Fail a course 1 16o Take extra time 8 60o Drop out 1 40

Expect Experienceo Transfer colleges 12% 28%o Work in college 36 60o Seek counseling 6 27o Need tutoring 15 20o Seek career

guidance 5 25

UCLA Freshman Studies (Astin), ACT Student Opinion Survey

“Provides assistance mediating the dissonance between student expectations and the realities of the educational experience.”

Wes Habley, 1981NASPA Journal

Themeo Become familiar with

academic life

o Set goals

Needs/Taskso Learn about college

resources and support

o Become acquainted with college missions, academic leaders, major program

o Learn registration and class scheduling

Gary KramerAdvising Students at Different

Educational Levels

Themeo Make commitments

o Use Resources

Needs/Taskso Understand major

and university requirements

o Understand policies and academic options

Gary KramerAdvising Students at Different

Educational Levels

Themeo Setting expectations

and responsibilities

Needs/Taskso Time and effort

required for success

o Assess match between interests and abilities and major/career choice

Gary KramerAdvising Students at Different

Educational Levels

“Four institutional conditions stand out as supportive of retention: information/advice, support, involvement, and learning.”

Tinto (1999)

o Ensure higher ed expectations are clearly articulated at secondary ed 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-curriculars

“Sometimes we look so intently toward the pinnacle that we stumble over the steps leading to it. Development begins just where you are.”

Mrs. Herman Stanley

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?