Whenever you are asked if you can do a job, tell 'em, 'Certainly I can!' Then get busy and find out how to do it.

Theodore Roosevelt (1858 - 1919)

We learn by example and by direct experience because there are real limits to the adequacy of verbal instruction.Malcolm Gladwell, Blink: The Power of Thinking Without Thinking, 2005

Learning is not compulsory... neither is survival.

W. Edwards Deming (1900 - 1993)

Learning is not attained by chance, it must be sought for with ardor and attended to with diligence.

Abigail Adams (1744 - 1818), 1780

Only the curious will learn and only the resolute overcome the obstacles to learning. The quest quotient has always excited me more than the intelligence quotient.

Eugene S. Wilson

2009 NACADA Annual ConferenceThursday, October 2, 2009

© 2007 Barron, Hansard

Action Plan: An Evolutionary Leap Forward for the Advising Syllabus

Joshua BarronAssociate Director Nickki SmithSenior CounselorTexas Tech University Advising Center

What do our advising students need?

SHOUTOUT

What do our advising students want?

SHOUTOUT

THE CHALLENGES or “WHERE WE ARE”

Who are they anyhow? History with Parents Coming of Age Treat Me How You’d Want to be

Treated Streamlined and Efficient Skeptical & Cynical Timeline: Now.

THE CHALLENGES or “WHERE WE ARE”

For that matter, who are we? Resource Constrained Pressed for Immediate Results Historically Undervalued Firefighters Doorkeepers Jugglers Ambitious Educators

THE IDEAL or “WHERE WE’RE GOING”With a Brief Review of Where We’ve Been

The Evolution … NACADA Statement of Values & Concept of

Advising Gordon/Habley: Goals for Academic Advising Center for the Advancement of Standards (CAS)

in Higher Education – Standards for Academic Advising

Developmental Advising Advising as Teaching, Appreciative Advising, &

Student-Centered Advising The Syllabus in Teaching

THE IDEAL or “WHERE WE’RE GOING”NACADA Statement of Values & Concept of Advising

THE IDEAL or “WHERE WE’RE GOING”Gordon/Habley: Goals for Academic Advising

Assisting students in self-understanding and self-acceptance (values clarification; understanding abilities, interests and limitations)

Assisting students in considering their life goals by relating their interests, skills, abilities, and values to careers, the world of work, and the nature and purpose of higher education

Assisting students in developing an educational plan consistent with their life goals and objectives

Assisting students in developing decision-making skills

Providing accurate information about institutional policies, procedures, resources, and programs

Referring students to other institutional or community support services

Assisting students in evaluating or reevaluating progress toward established goals and educational plans

Providing information about students to the institution, college, academic departments, or some combination thereof.

Goals for Academic Advising

THE IDEAL or “WHERE WE’RE GOING”Center for the Advancement of Standards (CAS) in Higher Education

Intellectual growth Personal and educational goals Enhanced self-esteem Realistic self-appraisal Clarified values Career choices Independence Effective communication Leadership development Healthy behavior

Meaningful Interpersonal Relationships

Collaboration Social responsibility Satisfying and productive

lifestyles Appreciating diversity Spiritual awareness

Student Learning & Development Outcomes:

STOP

WOAH

THE IDEAL or “WHERE WE’RE GOING”Varying Approaches and Advising as/is Teaching

Prescriptive Approach Do this… Task/Assignment Basis

Developmental Approach What do you think you should do? Ownership/Understanding Basis

Learning Centered Approach Deliberately Transitional Leads to greater levels of self-directed

learning

THE IDEAL or “WHERE WE’RE GOING”

Advising syllabi should …1. Include a relevant overview of philosophy

2. Look like a faculty syllabus

3. Define advising

4. Contain contact information

5. Expectations and assignments for students

6. Expectations and accountability for advisors

7. Expected outcomes

8. Tools, resources, and/or recommendations for students.E.g., calendars of advising events, book or web site recommendations, detailed location

descriptions, or a blank line for advisors to personalize the syllabus with a recommendation.

THE IDEAL or “WHERE WE’RE GOING”

To be effective in improving student success, expectations & responsibilities must translate into actions.

To accomplish their goals, students must have a Personal Action Plan.

A Personal Action Plan can not survive outside of an ongoingAction Planning (Advising) Process.

THE IDEAL or “WHERE WE’RE GOING”

Action Plan Essentials Ever-Present, Consistent Usage & Messages Vision Outcomes that are:

• Tangible

• Practical

• Measurable

Action Planning Essentials Ongoing, Relational Approach Developmentally Appropriate Scaffolding

• Prescriptive Introduction

• Progressively Developmental & Student Owned

IMPLICATIONS FOR PRACTICE or “YOUR TURN AT THE WHEEL”

www.discovery.ttu.edu/roadmap

Action Plan …

Roadmap to Possibilities

CONCLUSIONS

For Students Student readiness must be assessed

to provide meaningful learning opportunities at the appropriate time. One size does not fit all.

To be effective in improving student success, expectations & responsibilities must translate into actions.

To accomplish their goals, students must have a Personal Action Plan.

A Personal Action Plan can not survive outside of an ongoingAction Planning (Advising) Process.

For Advisors & Programs Relationship is key. Every encounter matters, and each

element of programs and protocols must be connected strategically.

Show them once to model behavior and build student self-efficacy.

Teach skills and correct errors. Become a coach and offer advice. Fade. Celebrate victories and milestones!

Session Appendix

ACTION PLAN: An Evolutionary Leap Forward for the Advising Syllabus

APPENDIX: REFERENCES

Allen, Mike, Witt, Paul L. & Wheeless, Lawrence R. (2006). The Role of Teacher Immediacy as a Motivational Factor in Student Learning: Using Meta-Analysis to Test a Causal Model. Communication Education, 55 (1), 0363-4523. Retrieved September 21, 2007, from http://www.informaworld.com/10.1080/03634520500343368

Evans, N.J, Forney, D.S. & Guido-DiBrito, F. (1998). Student development in college: Theory, practice, and research. San Francisco: Jossey-Bass Publishers.

Howe, N. & Strauss, W. (2000). Millennials rising: The next great generation. New York : Vintage Books. http://www.deloitte.com/dtt/cda/doc/content/us_consulting_millennialfactsheet_080606.pdf http://www.psu.edu/dus/mentor/foru0211.htm Keeling, S. (2003). Advising the millennial generation. NACADA Journal, 23 (1&2), 30-36. Montano, C., Hunt, M., Boudreaux, L. “Improving the quality of student advising in higher education – A

case study.” Total Quality Management & Business Excellence; Dec2005, Vol. 16 Issue 10, p1103-1125. Retrieved on September 20, 2007, from http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,cookie,url,uid&db=bth&AN=19019698&loginpage=Login.asp&site=ehost-live

APPENDIX: REFERENCES

Mottarella, K., Fritzsche, B., & Cerabino, K. (2004). “What do Students Want in Advising? A Policy Capturing Study.” NACADA Journal v. 24, no. 49 (48-61). Retrieved online September 20, 2007, from http://www.nacada.ksu.edu/Clearinghouse/Research_Related/blue.pdf

Raisman, N. (2002). Embrace the oxymoron: Customer service in higher education. Publisher: Year. Reynolds, M. (2004). “Faculty Advising in a Learner-Center Environment: A Small College

Perspective.” Academic Advising Today. Volume 27, Number 2. NACADA. Retrieved online September 20, 2007, from http://www.nacada.ksu.edu/AAT/NW27_2.htm

Rozell, E., Pettijohn, C., Parker, R. S. (2004). “Customer-Oriented Selling: Exploring the Roles of Emotional Intelligence and Organizational Commitment.” Psychology & Marketing, Jun2004, Vol. 21 Issue 6, p405-424.

Shields, Peggy. (1995). “Service Quality And Academic Advising: Practicing What We Preach.” Retrieved online September 20, 2007, from http://www.sbaer.uca.edu/research/swma/1995/pdf/22.pdf

Smith, Joshua. (2002). “First-Year Student Perceptions of Academic Advisement: A Qualitative Study and Reality Check” NACADA Journal v. 22, no. 2 (29-49). Retrieved online September 20, 2007, from http://www.nacada.ksu.edu/Clearinghouse/Research_Related/red.pdf

Spicuzza, Frank J. “A Customer Service Approach to Advising: Theory and Application.” NACADA Journal 12 (2): 49-58.

Strauss, W., & Howe, N. (1991). Generations: The history of America’s future, 1584 to 2069. New York: Quill/William/Morrow.

Upcraft, M.L., Gardner, J.N., & Barefoot, B.O. (2005). ”Challenging & supporting the first-year student: A handbook for improving the first year of college.” San Francisco: Jossey-Bass Publishers.

 

SESSION OBJECTIVES

Participants will have the opportunity to: Consider the potential of impacting student persistence

through guiding deliberate execution and celebration of decisions made

Begin the development and implementation advising practices and marketing communications to improve student execution on important syllabus content and decisions made in advising sessions

Utilize an Action Plan framework and examples to draw from in transforming their Advising Syllabus into an Action Plan

Network with colleagues for further collaboration and innovation

APPENDIX: SESSION ABSTRACT

The advising syllabus is a brilliant concept. It articulates and validates the work of academic advising as teaching. It concisely lists student responsibilities and timelines. It communicates the institution’s commitments to quality, accessibility of resources, and acknowledges the nature of partnership between the school and student. THEN WHY, in practice, does it struggle to engage and impact the academic success of the students who most need its benefits? To answer this question we will begin with and draw upon the very principles of developmental advising. We will employ adolescent psychology as we consider student expectations and their need for ownership.

From deep in the students’ heart we will invite, prompt, and celebrate real learning, maturity, accountability, and progressive accomplishment. We will do this with the Action Plan.

APPENDIX: SESSION DESCRIPTION (1 OF 2)

Brief Outline/Description

The advising syllabus is a well-recognized and much appreciated element of quality advising programs based in principles of teaching and learning. When utilized to its full potential, it has the ability to transform the high standards of groups like the Center for the Advancement of Standards in Higher Education (CAS) into a more accessible student context using language they will understand and embrace. Unfortunately, students most likely to be responsive to an instructor’s syllabus are not the same students who stand to benefit most significantly from the content of an advising syllabus.

APPENDIX: SESSION DESCRIPTION (2 of 2)

This presentation will look at adolescent culture, student and parent expectations, and effective marketing from beyond the realm of education. The presentation will address the role of academic advisors and how, through consistent and pervasive communication of important messages, the content of a quality syllabus can be transformed and delivered as an action plan. In the context of an advising relationship, the use of the Action Plan will affirm the development of the student and encourage their ownership and ongoing pursuit of academic success. CAS Standards, current adolescent research, and literature on the topics of advising as teaching and advising syllabi will be discussed. Additionally, the presentation will offer ideas and examples as to how a public four-year university has taken steps to implement an eight-semester action plan for students with and without declared majors.