Presentation on theme: "How would you describe your experience?. Academic advising is a relationship with mutual responsibilities between an adviser and student advisee, for."— Presentation transcript:
Academic advising is a relationship with mutual responsibilities between an adviser and student advisee, for timely consultation, sharing of accurate and complete information, careful listening, critical evaluation, and respectful interchange. Academic advising can be facilitated by a professional staff person or a faculty member.
What’s your favorite theory? psychology – counseling – education student personnel - career development Academic advising: A Comprehensive Handbook, Gordon, V.N., Habley, W.R., & Grites, T.J. (Eds.) (2008) (2nd ed.) San Francisco: Jossey-Bass. (A publication of the National Academic Advising Association)
Developmental Advising: A Holistic Approach a systematic process based on a close student-advisor relationship intended to aid students in achieving educational, career, and personal goals through the utilization of the full range of institutional and community resources. It both stimulates and supports students in their quest for an enriched quality of life.
A purposeful student-centered process that acknowledges the individuality of students Takes students where they’re at and helps them move toward self-awareness Helps students create and integrate academic, career and life goals Connects curricular and co-curricular aspects of the educational experience Provides opportunities to practice decision- making and problem-solving in an atmosphere of shared responsibility
Perry – Cognitive Development Sanford – Challenge and Support Sanford, N. (2006) Self and Society: Social Changes and Individual Development
While you are tracking probation students after fall grades are posted, you notice the following grades for one of your new first year advisees: CUM GPA 1.75 CO150: C PSYCH100: D SPCM100: B CHEM103: F During Preview last summer you learned that Patrick is from a rural community and graduated with a class of 30 students. He had average grades and ACT scores, and was very involved with sports, student government and theatre. When you met with him in October, he told you that everything was fine and you have not met with him, or heard from him since.
With a 1.75 GPA, you will want to speak with Patrick about his situation before advising for fall registration. You contact him, but he procrastinates until close to his registration time. When he comes in for his appointment he seems a little confused about why you want to have a conversation with him, since everything is going fine this semester. He is considering a psychology major and has not yet passed the MPE. And, by the way, he tells you he just got in trouble in the Residence Halls. What issues need to be addressed? What questions would you ask? How would you assist the student in becoming more academically successful?
Janine M. Allen Professor of Education Portland State University Cathleen L. Smith Professor Emerita of Psychology, Portland State University
15,952 students from the 6 institutions Private 1 (n=437) Private 2 ( n=1,599) Comm Coll (n=6,011) Public liberal arts (n=1,495) Public research (n=3,664) Urban (n=2,746)
Advising FunctionMeanSD Accurate Information5.57 a.81 Major Connect5.11 b 1.07 Overall Connect4.99 c 1.14 Skills Abilities Interests4.96 cd 1.22 How Things Work4.95 d 1.25 Shared Responsibility4.84 e 1.31 Know as Individual4.82 e 1.34 Degree Connect4.76 f 1.40 Gen Ed Connect4.73 f 1.29 Referral Academic4.58 g 1.46 Out-of-Class Connect4.31 h 1.55 Referral Non-Academic4.30 h 1.62
Advising FunctionMeanSD Accurate Information4.30 a 1.48 Major Connect4.18 b 1.41 Overall Connect4.16 bc 1.41 Referral Academic4.12 cd 1.42 Shared Responsibility4.09 de 1.41 Gen Ed Connect4.07 e 1.42 Degree Connect4.06 ef 1.47 Skills Abilities Interests4.03 fg 1.44 How Things Work4.00 g 1.48 Referral Non-Academic3.90 h 1.45 Know as Individual3.82 i 1.59 Out-of-Class Connect3.55 j 1.51
88% of students take advantage of advising during their first year Most students are satisfied with the quality of academic advising Students who are satisfied with academic advising are also satisfied with their college experience Gordon, V.N., Habley, W.R., & Grites, T.J. (Eds.). (2008). Academic advising: A Comprehensive handbook Ch. 5 Advising for Student Success pgs. 68-83. San Francisco: Jossey-Bass.
Talent development Advising contact is meaningful interaction Student Success is a campus approach Institution is always working toward improvement Students map out path to success