11“Academic advising is integral to fulfilling the teaching and learning mission of higher education.” NACADA Concept of Academic AdvisingPreamble, 2006
12“An excellent advisor does the same for the student’s entire curriculum that the excellent teacher does for one course.”Marc Lowenstein, 2005I would like to read you a quote from Inside Higher Ed from several years ago:“Higher education, as a social institution, is charged with holding its central mission close to its heart while honorably serving the needs of the rapidly changing society. The challenge is to hold the same values but act on those values differently in this very different world.”Now we are shifting to make student learning the central mission of higher education and so we are re-examining all areas of higher education up against this mission. And in this process, “An excellent advisor does the same for the student’s entire curriculum that the excellent teacher does for one course.”This is what a good advisor is in the 21st century, says Marc Lowenstein.
13“Perhaps the most urgent reform on most campuses in improving general education involves academic advising.To have programs and courses become coherent and significant to students requires adequate advising.”Task Force on General EducationAssociation of American Colleges1988
14not as a series of isolated experiences or items on a checklist. Advising focuses on enhancing students’ efforts to make sense of their educationas a whole,not as a series of isolated experiences or items on a checklist.
15Learning-centered advising raises questions like What should students learn through advising?How might they learn these things?Why is this learning important—for students and our institutions?
16help students articulate the skills they are developing learning-centered advising aims tohelp students make connections among courses and experiences and integrate their learninghelp students articulate the skills they are developinghelp students identify realistic goals & pathways to reach them
17foster students’ self-assessment learning-centered advising aims tofoster students’ self-assessmenthelp students understand the relevance of their education to their liveshelp students make sense of their experiences & make good decisions about them
18What excellent teachers do: Actively engage students in learningTeach students how to evaluate informationGive feedback, encouragement, reinforcementShow knowledge, interest, enthusiasm
19Advisors ask What, Why, and How Questions How are you changing as a result of your education?What are your goals for your education?Why do you want to major in English, in accounting, in political science?How can you make the most of your time in college?What skills are you developing? What skills do you need to develop, and how will you do this?Why are you at this college/university?What exactly do you mean by “a great education”?Why do you want to major in English, in Accounting, in Political Science?How could joining a campus organization help you meet your personal and career goals?What kinds of electives would be a good supplement to your education?In a recent Pell Institute Report, Vincent Tinto concluded that campuses that support student retention, those that have high retention rates, must have the following programs:Those that teach students how to make decisions effectivelyThose that teach students how to investigate and make decisions on careers and majorsAnd Those that teach students how to maneuver higher education channels and to identify and use support services.Notice the operative word here is teach. This report is a call for intentional, focused, and pro-active academic advising.
20“At key points… an academic advisor asked questions or posed a challenge, that forced students to think about the relationship of their academic work to their personal lives.” Richard Light, Making the Most of College
21In recent years… colleges and universities have been working to become more intentional both about the purposes ofeducation and about the practices that help today’s students succeed in college.Peer Review, Toward Intentionality and Integration, Fall 2008, Carol Geary Schneider
22“It’s hard to imagine any academic function more important to student success and institutional productivity than advising.”George Kuh, The student learning agenda NACADA Journal,1997
23Students who met with their academic advisors at least twice during the academic year engaged more frequently in educationally purposeful activities.National Survey of Student Engagement (NSSE) 2007
24Students who rated advising as “good” or “excellent” were more likely to interact with faculty considered their environment more supportive overall gained more from college in most areasNSSE, 2005
25“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, 1993
26Advising is a tag-team activity Academic AdvisingAcademic departmentsCareer and life planningNew student orientationAdmissions and testingLearning communitiesRegistration and recordsFirst-year seminar
27Advisors should play important roles in these initiatives! Institutions need toCreate a shared vision of student success, embedded in the mission and cultureSet high expectations for students, in and out of the classroom, and balance challenge and supportEstablish policies, practices, resources to support student success.Advisors should play important roles in these initiatives!
28Four questions to consider when organizing or reorganizing advising Who is advised?Who advises?Where is advising done?How are advising responsibilities divided?
29Advising is more important than ever—issues now and in the future Cost of higher educationChanging regulationsState of economy and job marketExpectations of students and familiesPressure to retain and graduate “on time”Increasing demands; decreasing resources
30Peer/group advising/career planning Advising special populations (rising potentials, first-years, undecideds)Engaging students with technology and social mediaDeveloping advising handbooksDeveloping a mission statementEthical aspects of advisingApplying development theoriesAssessment-retention-development