1. Charlie L. Nutt, Ed.D. NACADA Executive Director
NACADA Executive Office Kansas State University 2323 Anderson Ave, Suite 225 Manhattan, KS   Phone: (785)   
Fax: (785)
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Students Reaching Their Goals: Our Passions Guide Students to Their Passions
Charlie L. Nutt, Ed.D. NACADA Executive Director

2. STUDENTS – AND THEIR SUCCESS IN ACHIEVING
Academic Goals Career Goals Life Goals Dreams and Passions DEMAND COLLABORATION AT ALL LEVELS

3. Academic Support Matters to Students Finding their Passions

4. N A C D
People will forget what you say. They will even forget what you do. But they will never forget how you made them feel.
Maya Angelou

5. N A C D
In his recent work “Academic Advising In Higher Education: A Place at the Core” (2015), Eric White, former President of NACADA:
“the purposes of academic advising and teaching accommodate all students so that they can make reasoned demands as they set and enact the goals of their lives”p. 270
The Journal of General Education: A Curriculum Commons of the Humanities and Sciences, 2015

6. Advising and Teaching Relationships Teach Students to:
Craft their own education
Understand the path they have chosen
Use the skills and knowledge in work
Create a culture of learning around their undergraduate experience
Engage in their education, transforming the educational experience to reach passions – not just jobs

7. Being Learning Focused Involves Understanding
Is the learning liberating or transactional?
What the student is learning
How is the student learning?
Is he/she applying his/her learning
How the current learning positions the student for future learning?

8. N A C D
In the new text The Undergraduate Experience: Focusing Institutions on What Matters Most (2016), the editors state that for institutions wanting to enhance the undergraduate education, we have all we need – optimism, patience, teamwork, and muscle – there are no quick fixes, gimmicks or magic bullets
Felton, P., Gardner, J., Schroeder, C., Lambert, L., Barefoot, B. (2016) Jossey Bass

9. What Matters Most? N A C D
Everyone should be motivated to learn – students, faculty, and administrators – creating a culture of learning – not compliance
Relationships of all kinds
Clear and high expectations that are intentionally set and clearly communicated
Alignment of resources, policies, and practices
Assessment of learning in all areas
Leadership at all levels (not just at the top) share a common vision and purpose

10. N A C D What Students Deserve Informational Guidance
Intellectual Mentorship
Developmental Relationships
Brett McFarlane, Ed.D – Executive Director of Academic Advising UC Davis (2015)

11. Retention VS PersistenceA C D
“From Retention to Persistence”
Vincent Tinto – Inside Higher Ed 9/26/2016
“Institutions must EXPAND THEIR CONVERSATIONS…”
Academic Advising must be involved in those conversations!!
Institutions: Retain Students: Persist
The key to students persisting to graduation is (not surprising)
MOTIVATION!!!

12. Self Efficacy Believe one can succeed Support before students struggle – early warning systems that, PROPERLY IMPLEMENTED, alert faculty and staff and trigger support WHEN NEEDED – this isn’t midterm grades Academic Advising Experiences Sense of Belonging Sense of Belonging leads to Engagement – must be achieved early – Academic Advising Experiences Perceived Value of Curriculum Persistence is not just completing a degree but learning in powerful ways – Academic Advising Experiences N A C D

13. N A C D
Recommended Reading: I Love Learning; I Hate School, Susan Blum, Cornell University Press (2016) Living in the Age of Entitlement: The Narcissism Epidemic, Jean M. Twenge, W. Keith Campbell (2010) In the Darwinian World of Performance-Based Funding, the Neediest Students Are the Losers Mark Kantrowitz, The Chronicle of Higher Education, April 7, 2016

14. N A C D
Change??
“If you want to make enemies, try to change something!” (Woodrow Wilson)

15. N A C D Let’s Think About It! Are you:
A person who makes change happen?
A person who watches change happen?
A person who wonders what happened?

16. “Needed: Response-Enabled Leaders Judith S. White (2016)
Develop a shared understanding of the context in which changes are occurring
CHANGE what you are doing not just simply add something new
Enable people to responsibility while acknowledging change often brings losses

17. What College Communities Must Change To Demonstrate our Passions
Develop a collaborative institutional definitions for student success, retention, and persistence.
Develop strategic collaborative partnerships across the institution. The partnerships between faculty, primary advisors, administrators and all staff are critical
Identify the key players on campus you must have involved in any initiative development, implementation, and support.
Develop a plan for leadership which has authority and a communication plan that crosses all aspects of the campus.

18. Investigate, study, and analyze the literature and research in retention and persistence
Take an active participatory role in the scholarly inquiry of student success – research, analysis, and publication NACADA Center for Research opens 2017
Analyze the key issues on your campus:
Target Populations which are need in support or assistance
Risk factors affecting the target populations
Commitment levels of the target populations
What institution is or is not doing that negatively or positively affects student retention and persistence N A C D

19. N A C D There is Life After College – Jeffrey J. Sellingo (2016)
Sprinters: 35% of college graduates – sprinters have a clear path into a career
Found major early, did at least one internship, low college debt
Wanderers: 32% of college graduates – wanderers have jobs but not related to their college majors- take any job they can find due to high college debts, no internships in their field
Stragglers: – lack ability to launch into adult responsibilities or roles; start but may not complete college or take 6-8 years to graduate. If stragglers complete college, they have little clear idea of how degree relates to a career. N A C D

20. N A C D Creating a safe supportive environment for collaboration
Adapted from Swarthmore’s Faulty Teaching Seminar Academic Advisor Teaching Seminar N A C D
Creating a safe supportive environment for collaboration
Learning how to coach each other – being a good advisor doesn’t mean we know how to coach/mentor new advisors
Combining reflective practice with skills building
Moving from theory to practice to mentoring/coaching and re-evaluating again

21. Leading from your position…C D
Leading from your position…
“Coming together is a beginning, staying together is progress, and working together is success.”
(Henry Ford)

22. N A C D
The first responsibility of a leader is to define reality. The last is to say thank you.
(Max DePree)

23. N A C D
Building a Culture of Success and Scholarly Inquiry Impacts The Lives of our Students Our Students Make a Difference in our Lives and the World of our Future It’s all because we all have passions and desires to make a difference in our students, our institutions, and our world