ACADEMIC ADVISING: ONE OF THE MOST IMPACTFUL
EXPERIENCES FOR STUDENTS
How would you describe your experience?
Academic Advising 1.7 General Catalog
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.
Foundations of Advising 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)
Theoretical Foundations
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.
Developmental Advising 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
Student Development Theories
Perry – Cognitive Development
Sanford – Challenge and Support
Sanford, N. (2006) Self and Society: Social Changes and Individual Development
Case Study 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.
Continued 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?
Today’s Students: What Do They Want and Get in Academic Advising?
Janine M. Allen Professor of Education Portland State University
Cathleen L. Smith Professor Emerita of Psychology, Portland State University
Multi Institutional Study
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)
Results: Within-Subjects ANOVAs of Importance Ratings
N=14,3311 = not important 6 = very important
Advising Function Mean SDAccurate Information 5.57a .81Major Connect 5.11b 1.07Overall Connect 4.99c 1.14Skills Abilities Interests 4.96cd 1.22How Things Work 4.95d 1.25Shared Responsibility 4.84e 1.31Know as Individual 4.82e 1.34Degree Connect 4.76f 1.40Gen Ed Connect 4.73f 1.29Referral Academic 4.58g 1.46Out-of-Class Connect 4.31h 1.55Referral Non-Academic 4.30h 1.62
Results: Within-Subjects ANOVAs of Satisfaction Ratings
N=12,4121 = not satisfied 6 = very satisfied
Advising Function Mean SDAccurate Information 4.30a 1.48Major Connect 4.18b 1.41Overall Connect 4.16bc 1.41Referral Academic 4.12cd 1.42Shared Responsibility 4.09de 1.41Gen Ed Connect 4.07e 1.42Degree Connect 4.06ef 1.47Skills Abilities Interests 4.03fg 1.44How Things Work 4.00g 1.48Referral Non-Academic 3.90h 1.45Know as Individual 3.82i 1.59Out-of-Class Connect 3.55j 1.51
Other Study Findings
Under-represented students are more satisfied with advising
New students are more satisfied than continuing students
Effective Academic Advising
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