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Academic Advising In The New Era
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Academic Advising In The New Era

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Developmental academic advising moves beyond prescriptive advising paradigms and seeks to affect the student experience in deeper and more measurable ways. A review of traditional advising paradigms ...

Developmental academic advising moves beyond prescriptive advising paradigms and seeks to affect the student experience in deeper and more measurable ways. A review of traditional advising paradigms is followed by an in depth analysis of how to use developmental academic advising.

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  • 1. Advising Paradigms <br /> 2. How those paradigms inform how we advise and support students <br /> 3. Challenges we face as a team
  • 1. Advising Paradigms <br /> 2. How those paradigms inform how we advise and support students <br /> 3. Challenges we face as a team
  • Institutions typically break up the student experience into segmented tasks <br /> A student is expected to move through these separate institutional silos
  • Institutions typically break up the student experience into segmented tasks <br /> A student is expected to move through these separate institutional silos
  • Institutions typically break up the student experience into segmented tasks <br /> A student is expected to move through these separate institutional silos
  • Institutions typically break up the student experience into segmented tasks <br /> A student is expected to move through these separate institutional silos
  • Institutions typically break up the student experience into segmented tasks <br /> A student is expected to move through these separate institutional silos
  • Institutions typically break up the student experience into segmented tasks <br /> A student is expected to move through these separate institutional silos
  • Institutions typically break up the student experience into segmented tasks <br /> A student is expected to move through these separate institutional silos
  • Institutions typically break up the student experience into segmented tasks <br /> A student is expected to move through these separate institutional silos
  • Institutions typically break up the student experience into segmented tasks <br /> A student is expected to move through these separate institutional silos
  • Institutions typically break up the student experience into segmented tasks <br /> A student is expected to move through these separate institutional silos
  • Institutions typically break up the student experience into segmented tasks <br /> A student is expected to move through these separate institutional silos
  • Institutions typically break up the student experience into segmented tasks <br /> A student is expected to move through these separate institutional silos
  • Institutions typically break up the student experience into segmented tasks <br /> A student is expected to move through these separate institutional silos
  • Institutions typically break up the student experience into segmented tasks <br /> A student is expected to move through these separate institutional silos
  • Institutions typically break up the student experience into segmented tasks <br /> A student is expected to move through these separate institutional silos
  • Institutions typically break up the student experience into segmented tasks <br /> A student is expected to move through these separate institutional silos
  • Institutions typically break up the student experience into segmented tasks <br /> A student is expected to move through these separate institutional silos
  • Institutions typically break up the student experience into segmented tasks <br /> A student is expected to move through these separate institutional silos
  • Institutions typically break up the student experience into segmented tasks <br /> A student is expected to move through these separate institutional silos
  • Institutions typically break up the student experience into segmented tasks <br /> A student is expected to move through these separate institutional silos
  • Institutions typically break up the student experience into segmented tasks <br /> A student is expected to move through these separate institutional silos
  • Institutions typically break up the student experience into segmented tasks <br /> A student is expected to move through these separate institutional silos
  • Institutions typically break up the student experience into segmented tasks <br /> A student is expected to move through these separate institutional silos
  • Institutions typically break up the student experience into segmented tasks <br /> A student is expected to move through these separate institutional silos
  • This produces perscriptive advising
  • This produces perscriptive advising
  • This produces perscriptive advising
  • Why not use the power of advising to powerfully and meaningfully impact the student and their development? <br /> This is where our developmental advising model comes in
  • Why not use the power of advising to powerfully and meaningfully impact the student and their development? <br /> This is where our developmental advising model comes in
  • Why not use the power of advising to powerfully and meaningfully impact the student and their development? <br /> This is where our developmental advising model comes in
  • How does this inform how we advise at UCOL?
  • How does this inform how we advise at UCOL?
  • How does this inform how we advise at UCOL?
  • How does this inform how we advise at UCOL?
  • 6 primary areas of focus and responsibility
  • Mark has a copy of our stop out report to share and can explain more
  • It is very possible for a regular day to consist of activities in all six of these areas
  • 3 quick challenges
  • 3 quick challenges
  • 3 quick challenges
  • 3 quick challenges
  • Tension between areas of focus (not mutually exclusive)
  • Tension between areas of focus (not mutually exclusive)
  • Tension between areas of focus (not mutually exclusive)
  • Tension between areas of focus (not mutually exclusive)
  • Tension between areas of focus (not mutually exclusive)
  • Tension between areas of focus (not mutually exclusive)
  • Tension between areas of focus (not mutually exclusive)
  • Do you remember the days when a cell phone was just a phone? <br /> Now, we have email, internet, bluetooth, remote clicker
  • Barry Schwartz &#x201C;Paradox of Choice&#x201D; <br /> POC can present challenges for us with managing expectations
  • Barry Schwartz &#x201C;Paradox of Choice&#x201D; <br /> POC can present challenges for us with managing expectations
  • Barry Schwartz &#x201C;Paradox of Choice&#x201D; <br /> POC can present challenges for us with managing expectations
  • Barry Schwartz &#x201C;Paradox of Choice&#x201D; <br /> POC can present challenges for us with managing expectations
  • Barry Schwartz &#x201C;Paradox of Choice&#x201D; <br /> POC can present challenges for us with managing expectations
  • When we treat students like our customers, it puts them into a consumer mind frame <br /> As we move towards a transformation model, we need to be mindful of the language we use <br /> This may assist with Academic Team Management
  • 1. Advising Paradigms <br /> 2. How those paradigms inform how we advise and support students <br /> 3. Challenges we face as a team
  • 1. Advising Paradigms <br /> 2. How those paradigms inform how we advise and support students <br /> 3. Challenges we face as a team

Academic Advising In The New Era Academic Advising In The New Era Presentation Transcript

  • Academic Advising in the New Era Brian J. Elizardi June 1, 2009
  • 3 1 2 Academic Advising in the New Era
  • 1. Academic Advising Paradigms 3 1 2. Advising at University College 3. Challenges 2 Academic Advising in the New Era View slide
  • Academic Advising in the New Era View slide
  • 1 1. Academic Advising Paradigms Academic Advising in the New Era
  • Academic Advising Paradigms Traditional Advising Paradigm Prospect Admissions Financial Aid Registration Academic Tracking Advising Graduation
  • Academic Advising Paradigms Traditional Advising Paradigm Prospect Admissions Financial Aid Registration Academic Tracking Advising Graduation ✤ Student experience is segmented into separate tasks ✤ Student doesn’t reach advisor until late in the process ✤ Student development is subsequently segmented
  • Academic Advising Paradigms Student Development Life Goals Professional Goals Course & Degree Selection Course & Degree Selection
  • Academic Advising Paradigms Prescriptive Advising ✤ Focus on course selection and completion ✤ Advisor does not address more comprehensive Student Development developmental issues Life Goals ✤ Role of the advisor is narrow Professional Goals and limited Course & Degree Selection
  • Academic Advising Paradigms Student Development Development Life Goals Life Goals Professional Goals Professional Goals Course & Degree Selection Course & Degree Selection
  • Academic Advising Paradigms Developmental Advising ✤ Advisor and student build relationship to address developmental tasks ✤ A system of shared Student Development responsibility is co-created Life Goals ✤ Primary goal is to empower Professional Goals student to take responsibility Course & Degree Selection of decisions & life direction
  • Academic Advising Paradigms Developmental Advising Defined “Developmental academic advising is defined as 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” (Winston, et. al., 1984, p. 19)
  • Academic Advising Paradigms Role of the Developmental Advisor ✤ Know and apply student development ✤ View students as active partners actively theory engaged in intellectual and personal growth ✤ Focus on students; their on-going needs over an extended period of time (one ✤ Help students think about and articulate advising session builds upon another) what is important to them in their academic as well as their personal lives ✤ Challenge students to achieve their learning potential and to take academic ✤ Set short-term as well as long-term risks goals, discuss ways to achieve those goals, and help the student monitor progress in fulfilling those goals Kramer, 1999
  • 1 Academic Advising in the New Era
  • 1 2 2. Advising at University College Academic Advising in the New Era
  • Advising at University College Areas of Focus & Responsibility ✤ Conversion Support ✤ Student Retention & Satisfaction ✤ Enrollment Management ✤ Academic Team Management ✤ Academic Advising ✤ EM Team Support
  • Advising at University College Conversion Support ✤ Clarify prospective student goals and program expectations to develop customized degree solutions ✤ Work with Admissions Coordinator & Recruiters to support completion of admissions requirements ✤ Attend recruitment events, trade shows, and open houses when possible
  • Advising at University College Enrollment Management ✤ Monitor enrollment in courses and resolve situations where students are affected by course changes cancellations ✤ Update and maintain accurate degree plans to ensure student confidence and proper and ongoing course enrollment ✤ Support Student Services with course registration
  • Advising at University College Academic Advising ✤ Conduct scheduled in-office and phone appointments with students ✤ Take walk-in appointments ✤ Advise students on course selection, program updates and changes, and instruction and curriculum expectations
  • Advising at University College Academic Advising (Continued) ✤ Attend First Week Coffees and courses as requested by instructors ✤ Process student paperwork (degree plans, transfer credits, independent and directed studies, capstone registration, etc.) ✤ Complete Gradation Review files
  • Advising at University College Student Retention & Satisfaction ✤ Respond to student communications (emails, voicemails) within a 24- hour period ✤ Monitor first week participation and attendance in eCollege ✤ Complete quarterly stop out phone calls and collect data for reporting ✤ Follow student complaint policy to clarify, resolve, delegate, and monitor resolution of student complaints ✤ Challenge and support students on academic probation with low GPA
  • Advising at University College Academic Team Management ✤ Assist Academic Team with setting quarterly and annual schedules ✤ Assist Academic Director with instructor performance ✤ Support program and curriculum development
  • Advising at University College EM Team Support ✤ Support EM Team with attendance at events and assistance with advising duties during peak advising time periods ✤ Participate in ongoing training of new and continuing advisors ✤ Take on new program advising duties as needed
  • Advising at University College Areas of Focus & Responsibility ✤ Conversion Support ✤ Student Retention & Satisfaction ✤ Enrollment Management ✤ Academic Team Management ✤ Academic Advising ✤ EM Team Support
  • 1 2 Academic Advising in the New Era
  • 3 1 2 3. Challenges Academic Advising in the New Era
  • Challenges Academic Teams in Split Locations
  • Challenges Academic Teams in Split Locations Academic Student Integrity Retention
  • Challenges Academic Teams in Split Locations Academic Student Integrity Retention
  • Challenges Academic Teams in Split Locations Academic Student Integrity Retention ✤ Lack Understanding of Each Others Day to Day Roles and Responsibilities
  • Challenges Academic Teams in Split Locations Academic Student Integrity Retention ✤ Lack Understanding of Each Others Day to Day Roles and Responsibilities ✤ Lack of Serendipitous Collaboration
  • Challenges Managing Choice
  • Challenges Managing Choice
  • Challenges Managing Choice Choice
  • Challenges Managing Choice Choice Expectations
  • Challenges Our Next Paradigm Shift Student Focused Learning Focused Role of the Student Customer Product Role of the Advisor Comply Challenge & Support Locate & Activate Student Role of the Instructor Imbue Knowledge Voice Knowledge & Skill Position & Point of View Role of the Curriculum Acquisition Transformation Outcome Transaction Transformation
  • 3 1 2 Academic Advising in the New Era
  • 1. Advising Paradigms 3 1 2. Advising at University College 3. Challenges 2 Academic Advising in the New Era
  • References • Creamer, D.G. (2000). Use of Theory in Academic Advising. In Gordon, V.N. & Habley, W.R. (Eds.) Academic Advising: A Comprehensive Handbook . San Francisco : Jossey-Bass, Inc., 17-24. • Creamer, D.G. & Creamer, E.G. (1994). Practicing Developmental Advising: Theoretical contents and functional applications. NACADA Journal , 14 (2), 17-24. • Crookson, B.B. (1994). A Developmental View of Academic Advising as Teaching. NACADA Journal , 14(2), 5-9. • Frost, S.H. & Brown-Wheeler, K.E. (2003). Evaluation and Examination: Philosophical and Cultural Foundations for Faculty Advising. In Kramer, G.L. (Ed.) Faculty Advising Examined. Bolton , MA : Anker Publishing Co. • Kramer, G.L. (1999). Developmental Academic Advising. In Session Guide, Academic Advising Summer Institute, pp. 198-216. Manhattan , KS : National Academic Advising Association. • Kramer, G.L. (2003). Student Academic Services. San Francisco: Jossey-Bass. • O'Banion, T. (1994). An Academic Advising Model. NACADA Journal , 14(2), 10 - 16. • Raushi, T.M. (1993). Developmental Academic Advising. In King, M.C. (Ed.) Academic Advising: Organizing and Delivering Services for Student Success . New Directions for Community Colleges, 82, 5-19. • Schwartz, B. (2004). The Paradox of Choice. New York: ECCO. • Winston, R., Miller, T., Ender, S., Grites, T. & Assoc. (1984). Developmental Academic Advising. San Francisco : Jossey-Bass, Inc.