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NACADA Executive OfficeKansas State University
2323 Anderson Ave, Suite 225Manhattan, KS 66502-2912
Phone: (785) 532-5717 Fax: (785) 532-7732
e-mail: [email protected]
© 2011 National Academic Advising Association
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NACADA Summer Institute 2011
New OrleansTerry Musser
Penn State University
Colorado SpringsKathy Stockwell
Fox Valley Technical College
“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
“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 grades
2. A sense of not belonging; a sense of isolation, homesickness
3. Academically unprepared, burned-out on education
4. Financial constraints; low on funds
5. Personal family issues
6. Academic climate fit7. Choice of wrong major; major not offered8. Lack of advising, guidance9. Demands from part-time or full-time
employment10. Move to a different geographic location
Randall 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 Ability to grasp new
conceptso Efficient multi-taskers o Impatiento Skepticalo Blunt and expressiveo Image-driveno The “me” generation
o Short attention spanso Often under-prepared for college-level
worko Interested in career preparationo Have the “fast food” mentalityo Have strong relationships
with their familieso Very service-oriented
Expect Experienceo Be undecided 7% 20%o Change majors 12 65-85o Fail a course 1 16o Take extra time 8 60o Drop out 1 40
Expect Experienceo Transfer colleges 12% 28%o Work in college 36 60o Seek counseling 6 27o Need tutoring 15 20o Seek career
guidance 5 25
UCLA Freshman Studies (Astin), ACT Student Opinion Survey
“Provides assistance mediating the dissonance between student expectations and the realities of the educational experience.”
Wes Habley, 1981NASPA Journal
Themeo Become familiar with
academic life
o Set goals
Needs/Taskso Learn about college
resources and support
o Become acquainted with college missions, academic leaders, major program
o Learn registration and class scheduling
Gary KramerAdvising Students at Different
Educational Levels
Themeo Make commitments
o Use Resources
Needs/Taskso Understand major
and university requirements
o Understand policies and academic options
Gary KramerAdvising Students at Different
Educational Levels
Themeo Setting expectations
and responsibilities
Needs/Taskso Time and effort
required for success
o Assess match between interests and abilities and major/career choice
Gary KramerAdvising Students at Different
Educational Levels
“Four institutional conditions stand out as supportive of retention: information/advice, support, involvement, and learning.”
Tinto (1999)
o Ensure higher ed expectations are clearly articulated at secondary ed 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-curriculars
“Sometimes we look so intently toward the pinnacle that we stumble over the steps leading to it. Development begins just where you are.”
Mrs. Herman Stanley
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?