Jo Anne HuberAcademic Advising Coordinator
The University of Texas at [email protected]
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
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