Supporting Social Justice through Advising

Melissa Lantta, University of Wisconsin-Oshkosh

Editor's Note: Melissa will be presented a NACADA Outstanding New Advisor Award at the NACADA Annual Conference in Chicago this October. If you see Melissa in Chicago, be sure to offer your congratulations!

The issues of social justice and equity are growing in importance across the academy. The Center for Economic and Social Justice (2008) notes that “social justice imposes on each of us a personal responsibility to work with others to design and continually perfect our institutions as tools for personal and social development” (¶7). Although NACADA (2008) “promotes and supports quality academic advising in institutions of higher education to enhance the educational development of students” (¶1), how often do academic advisors examine their roles in upholding social justice through advising?

Advisors are often the gatekeepers for students transitioning into the campus community. If students’ initial transition to college is aided by an advising or orientation program, then students are more likely to make the immediate and positive connections needed to remain on campus (Nutt, 2003). Therefore, advisors are crucial in the establishment of a campus climate that creates a “safe” place for students. Advisors assist students in investigating resources available throughout the campus and support students in the pursuit of their interests and the exploration of their identities.

Advisors can take the first steps towards upholding social justice and equity by creating a “safe” atmosphere where students feel comfortable disclosing confidential information. Advisors should examine the message their physical environments present to students. What messages are conveyed to students through the books, posters, or signs in advisors’ offices? What does the decor say to students about advisors’ views of equity? Would the office discourage a feeling of safety? Does this message extend out of the office to suite, hallway, and building as a whole?

Some campuses offer training opportunities where faculty and staff can become more sensitive to different student groups (Joslin & Self, 2008). One example is SAFE (Students, Staff, and Faculty for Equity) training, which provides participants with a symbol showing LGBTQ students that the advisor’s office is a safe place for support, assistance, and/or confidential disclosure (University of Wisconsin Oshkosh).

Advisors should be cognizant of their personal biases. Advisors should contemplate such questions as: Do we promote equity and give each student what he or she needs? Do our words reflect that we believe students can accomplish their goals regardless of race, gender, etc.? Dialogue with students from backgrounds different than our own can be difficult; people can respond differently based upon their racial affiliation, their communication styles, and desired outcomes (Singleton & Linton, 2006). To ease the anxiety we may feel about dialogue with those different from ourselves, advisors should consider having what Singleton and Linton (2006) call “Courageous Conversations.” This is a process where advisors delve into their own personal biases, determine what steps they can take to promote success in all students, and engage in discussions to promote equity within advising and on campus.

When thinking about equity and social justice across campus, advisors should remember that one of the primary purposes of education is to provide students with the skills needed to function and think critically in a democratic society. Hytten (2006) noted that social justice is vital to the success of a democratic society. Advising goes beyond course selection to work with students on the exploration of their identities within the world. Advisors balance advocacy for students with the integrity of the institution and work to influence policy changes. Advisors can support social justice by urging students to include classes in their schedules that explore multiple perspectives, challenge them to reflect upon any misinformed ideas they may have, and gain a better understanding of people different from themselves (Gorski, 2006). Classes that focus on cultures and people outside a student’s realm of influence can help students learn about the moral and ethical background of complex issues and challenge them to take action against inequity (Shoenberg, 2005).

As student advocates, advisors should examine their institutions’ course offerings and programs. Does the institution offer a social justice minor? Are there classes that focus on diverse issues, such as LGBTQ or racial injustice? Do these classes fulfill general education requirements? What programs are offered at their institutions and what are the admissions requirements for these programs? Are entry requirements equal? What percentage of students accepted into competitive admissions programs are students of color or from other minority groups? What percent of these students are retained in these programs? If advisors see inequalities, it is vital that they take action and speak with departments, colleges, and administration to promote social justice.

The final commitment advisors need to make is to themselves (NACADA, 2004). Advisors should become cognizant of methods of inequality by committing themselves to the goals of social justice and exploring their own personal biases. Intergroup dialogues can be used to raise awareness of issues of inequality, not just from the standpoint of the less-advantaged groups, but how privilege can affect students and advisors alike. This means understanding one’s own social identity and exploring how that identity influences others (ASHE , 2006). The goal of conversations surrounding justice and equity should be that participants take action to prevent inequity and share information with others around them (Singleton & Linton, 2006). These conversations can start as small as discussing these issues within the confines of an advising center. It involves examining questions such as “How do my or our actions affect others or other groups? How are my or our actions empowering or disempowering others?” (ASHE , 2006, p.17). Advisors should look at their sphere of influence and see what actions they can implement.

As some of the first people students meet on their academic journey, advisors have an obligation to promote social justice. When we create a safe place where students feel comfortable disclosing information and searching out resources, we help students meet their needs. Advisors can assist students in discovering their own social identity and becoming well informed of any injustice they see within the campus community. In turn, advisors can help students take action against injustice and make their surroundings safe for their peers. Now is the time for advisors to take action and support social justice.

Melissa Lantta  
Academic Advisor
Undergraduate Advising Resource Center
University of Wisconsin-Oshkosh

lanttam@uwosh.edu

References

ASHE Higher Education Report. (2006). 32(4); 9-18.

Center for Economic and Social Justice. Defining economic justice and social justice. Retrieved March 14, 2008, from Center for Economic and Social Justice Web site: www.cesj.org/thirdway/economicjustice-defined.htm.

Gorski, P. (2006). Complicity with conservatism: The De-politicizing of multicultural and intercultural education. Retrieved March 5, 2008, from EdChange Web site: www.edchange.com/publications/Complicity_with_Conservatism.pdf

Hytten, Kathy. (2006). Education for social justice: Provocations and challenges.   Educational Theory, 56 (2), 221-236.

Joslin, J., & Self, C. (2008). Shared responsibilities: What advisors and administrators need to know to better assist GLBTQA students [CD-ROM/Webinar]. NACADA Webinar Series 2007-2008.

NACADA. (2004). NACADA statement of core values of academic advising. Retrieved March 12, 2008, from the NACADA Clearinghouse of Academic Advising Resources Web site: www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/Core-Values.htm.

NACADA. (2008). About NACADA. Retrieved February 20, 2008, from NACADA Web site: www.nacada.ksu.edu/AboutNACADA/index.htm.

Nutt, Charlie L. (2003). Academic advising and student retention and persistence. Retrieved March 3, 2008, from the NACADA Clearinghouse of Academic Advising Resources Web site: www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/retention.htm.

Schoenberg, Robert. (2005). Why do I have to take this course? A Student guide to making smart educational choices. Washington D. C: Association of American Colleges and Universities.

Singleton, G., & Linton, C. (2005). Courageous conversations about race: A Field guide for achieving equity in school. Thousand Oaks, C: SAGE Publications.

NACADA Annual Awards

Congratulations to all 2008 award recipients in the NACADA Annual Awards Program. These award recipients will be formally honored during the NACADA Annual Conference in Chicago this fall. This year's recipients include the Virginia Gordon, Pacesetter, and Service to NACADA Award winners; 13 Outstanding Advising Award winners, 33 Outstanding Advising Certificates of Merit, 8 Outstanding New Advisor Award winners, 14 Outstanding New Advisor Certificates of Merit, 3 Outstanding Program Award winners, 7 Outstanding Program Certificates of Merit, 2 Advising Technology Innovation Award winners, 1 Advising Technology Innovation Certificates of Merit, 2 Summer Institute Scholarships, 3 NACADA Scholarships, and 1 Student Research Award winner. Links to listings of all award recipients can be found here.

Campus Advising Awards

NACADA would like to recognize individuals who receive campus awards in 2008 for outstanding academic advising, faculty advising, or advising administration. If you would like to notify NACADA of a colleague who has received a campus advising award this year, please provide us with this information by completing the short online submission form. Or, you can e-mail us at nacada @ksu.edu with the following information: exact name of the award; the award recipient's name, position title, department/unit, institution, complete mailing address, city/state/postal code, and e-mail address; and, your name and e-mail address. PLEASE NOTE: Campus advising award recipients do not need to be current NACADA members.

Congratulatory e-mails to these individuals are sent from NACADA and lists of the campus advising award recipients are posted here by award year. Links to this Web site can also be found on both the NACADA homepage and the Awards homepage.  Thanks to those of you who have already sent notification to NACADA of your campus awards given out this year.

NACADA applauds these advising professionals on these achievements and appreciates their dedication and service to students!

Regional Conference Recap and a Reminder to Make Time for Yourself

Jennifer L. Bloom, President, NACADA

This spring, Charlie Nutt and I have been on what I am calling the NACADA Regional Conference World Tour 2008. We have had a wonderful time in each of the beautiful Conference cities, and I walk away from these Regional Conferences re-energized, re-committed, and proud of our Association. The real strength of our organization lies in our members and our member-leaders, and never has this been more evident to me than during these trips to attend the Regional Conferences. Academic advisors are some of the nicest people you will ever meet, and they have a true passion for their work. Plus, I have learned so much from my colleagues across the country during their presentations. To those of you whose presentations I attended and those of you whom I had the pleasure of meeting on this World Tour, thank you for your willingness to share your knowledge and passion for advising and NACADA with me.

One person that I want to acknowledge is Charlie Nutt and the great job he is doing on behalf of the Association. As you may recall, Charlie was named the Executive Director of NACADA after the organization conducted an international search to replace our Executive Director Emeritus, Bobbie Flaherty, who announced last summer that she was going to begin a phased retirement. As Charlie and I have been attending the Regional Conferences, I have been able to see first-hand how effective Charlie is in helping orient our members to the Association, encouraging member involvement in the organization, and engaging members in dialogue about their needs and how NACADA might be able to help meet those needs. I think Charlie has done a great job in his initial months in the Executive Director’s seat, and I want to thank him for his loyalty and passionate commitment to making NACADA the best organization it can possibly become. Thank you, Charlie.

My year as President of NACADA is flying by and the Annual Conference in Chicago will be here before we know it. By the time you read this, the Board of Directors and the Council will have had their spring meeting in Chicago to receive updates from the various Task Forces and Subcommittees that have been appointed as well as to prioritize our work on the NACADA Strategic Plan. I anticipate that we will have a collegial and productive meeting and am looking forward to getting a sneak peek at our Conference facilities in beautiful downtown Chicago.

As the academic year winds down, don’t forget to make time to take care of you. In advising, we sometimes have a tendency to focus all of our attention on the needs of others while neglecting our own needs. To this end, I share a quote from Shale Paul in The Warrior Within, “It takes courage to demand time for yourself. At first glance, it may seem to be the ultimate in selfishness, a real slap in the face to those who love and depend on you. It's not. It means you care enough to want to see the best in yourself and give only the best to others. It is silent recognition that your obligation to them is to give your best, and nothing less.” So, continue to give others your best by taking care of you!

Jennifer L. Bloom, President

National Academic Advising Association

803-957-6309

Region News: A Click Away!

NACADA members can view their Region’s news and information on the individual Region home pages.  The Region leadership will list announcements, post news articles & pictures, as well as contact information for all Regional programs, other items of interest, and important links. 

Academic Advising: the NACADA Families Grow and Prosper!

Charlie Nutt, NACADA Executive Director

I hope you all had a productive spring. For NACADA it has definitely been a busy and exciting time, with our outstanding and highly successful Regional Conferences. The 2000+ participants in attendance at these conferences was a tremendous demonstration that academic advising continues to grow in its importance on our college and university campuses. I want to personally thank our Region Chairs, the Region Conference Chairs, and the many volunteers who made this year’s conferences so wonderful. All of you are true examples of how our members make NACADA the Association it is!

As President Bloom stated in her column, attending the Regional Conferences has been a great honor and treat for us. We enjoyed having the opportunity to meet and talk with so many brand new NACADA members; at each Regional Conference the number of new members was staggering! Each Region has its own culture, strength, and energy; to be able to experience this has been totally energizing for me. It is also great to see the camaraderie and deep connections that Region members have with each other and how each Region is definitely a “NACADA Family” of its own! And just like families, each Region has its special traditions and also exciting “family events” that make the conferences so amazing. Just a few highlights of our “families” I have experienced at the Regions include:

• At Region 1, former Region Chair Gail Stepina (University of New Hampshire) was serenaded by all 302 participants with a special tribute song to the tune of “My Favorite Things,” named “Gail’s Favorite Things.”
• Region 2 adopted our guests from the United Kingdom into our NACADA family, making them feel a part of the NACADA spirit.
• At Region 4, participants were welcomed at the opening reception by Mobile’s Azalea Trail Maids in gorgeous antebellum dresses that highlighted the wonderful Southern hospitality of the Region.
• Region 5’s focus on development of new allied associations was apparent from the great participation from all the outstanding allied associations in the Region.
• At Region 7, the participants were witnesses to a marriage proposal and engagement of two long-time Region 7 members, Caroline Fox (Fort Hays State University) and Jonathan Franklin (Oklahoma State University-Tulsa).
• At Region 8, a great number of new Canadian members were “adopted” into the Region 8 NACADA family, truly demonstrating the international connections growing in NACADA. The Region also must figure out how to compensate two new members whom I doused with a cup of coffee at 7 a.m., but that is another story!
• Region 9 truly experienced the NACADA family spirit with the Librarios family from Hawaii (see photo at right). Three generations of this advising family attend NACADA events together: father Ernie, with nearly 40 years in advising at Leeward Community College; son Niki, who advises at the University of Hawaii at Manoa; and daughter-in-law Laurie, who advises at Leeward Community College; as well as grand-daughters Joy and Faith, who enjoy attending with their Grandpa Ernie and their parents. Niki and Laurie met as student workers at Leeward in Ernie’s advising office.

These are all examples that NACADA is not only an Association known for its high quality events, publications, and services but, just as importantly, for our networking and “family connections” that make all of us feel so much more a part of our Association!

As we move from spring to summer, I strongly encourage all of you to attend, or provide others at your institutions the opportunity to attend, one of the two NACADA Academic Advising Summer Institutes held in June and August in either Portsmouth, Virginia or Austin, Texas. The NACADA Summer Institute is a premier event held twice each summer; it offers participants with an intensive, weeklong experience that provides participants with valuable knowledge and skills. Participants have the opportunity to network with colleagues from like institutions and interact with experts in the field who help them develop an Action Plan that will enhance the advising experiences of all students on their campuses. In addition, I encourage those of you with faculty advising models to attend the Faculty Advising: Collaborating for Success Seminar held just prior to the June Summer Institute in Portsmouth. This seminar, in its fourth year, focuses on strategies faculty advisors can incorporate into their advising practices as well as strategies to assist those who work directly with faculty on their campuses.

I wish you all a great summer. Let me add my encouragement to Jenny’s that each of you take some time for yourself and get reenergized for your students, your institutions, and NACADA! Your involvement with each continues to be the key to the success of NACADA and all we do!

Thanks and have a great summer!

Charlie Nutt, Executive Director

National Academic Advising Association

(785) 532-5717

cnutt@ksu.edu

Preparing to Advise First-Year Advisors

Christine G. S. Leichliter, The College of New Jersey

Research suggests that the first year of post-secondary education is the most precarious period in students’ progress toward graduation. Therefore it is incumbent that the institution articulate the ethos of the institutional culture and find ways to encourage students to adopt and embrace that culture. Academic advisors can be instrumental in setting the stage for new student success.

Yokomoto, Rizkalla, O'Loughlin, El-Sharkawy, and Lamm (1999) noted that Tinto, in his model of student attrition, asserts that, “the level of student integration into the college environment affects their ability to persist in the pursuit of a degree” (p.99). Hewett and Seymour (as cited in Yokomoto, et. al.) agree that persistent students are also most successful in developing and utilizing support networks that begin to take the place of, or become extensions of, students’ families.

Significant to the impact of retention is the effort focused on the transition of the family unit as residential students enter the first year of college. An old Native American adage popularized by journalist Hodding Carter (2006) notes that the most important gifts parents can impart to their offspring are roots and wings: the roots to form the foundations for making good choices and decisions and the wings to take on the challenges faced when they leave the home. Advisors can help affirm the family transition for both students and their families.

Often the key to a student’s success is found in appropriate family support and trust. It is important that students and parents remember that it will take a bit of time away from each other in order to adjust. Pre-arranging times to communicate via email, instant messages, or telephone can be helpful in allaying homesickness. Likewise “care packages” that include letters with news clips from the home community and artwork or letters from younger siblings can remind students that their place in the home is still there and important. Planning family visits to campus after a month or student visits home to share in special occasions are other strategies that can help mitigate some of the difficulties caused by separation.

Mullendore and Hatch (2000) noted several changes that occur as the shift in responsibilities reverses and the dependent becomes independent. Acknowledging that roles are changing is important as families cope without the help they once received from students with childcare, meal preparation, and daily homecare roles. In addition, students are adjusting to new roles, value testing, and sharing in communities that may be so foreign to their experiences that the articulation of how things work may be too difficult to relay to those at home. When a recent researcher went undercover as a freshman, she likened her “entrance into college life… [to] prior fieldwork in a remote village” (Nathan, 2005, p. 10).

Although most students experience some adjustment difficulties as they enter college, students who are the first in their families to participate in higher education seem to encounter a unique set of problems. In his research, Tinto (as noted by Olenchak and Hebert, 2002) observed that reasons students leave college include such factors as “unclear intentions about higher education, lack of commitment, adjustment problems, feelings of isolation, family obligations, and financial problems” (p. 195).

Compounding their difficulties, first-generation students can find themselves the recipients of discrimination, both in the social and in the academic arenas. These students are less likely to persist in higher education and complete their degrees (Ting, 2003). If colleges and universities are to develop services that successfully address student issues, then student needs must shape those services. Every student has a story—one that defines his/her identity and influences that student’s ability to successfully adapt to and survive in a new culture.

Student engagement and satisfaction is an important factor in assessing institutional effectiveness; in fact, research shows that student engagement is linked to a variety of desirable college outcomes (Kuh, Kinzie, Schuh, & Whitt, 2005). One of these desirable outcomes is the student’s ability to integrate into the campus community while developing those skills and behaviors that encourage individual identity and integrity.

Successful transitioning occurs when young people move towards integrating their identity to include all parts of their lives. Many campuses define cultural diversity to include ethnic minorities only and examine identity development only as a partial construct of student development. “Teachers and advisors should be aware of and sensitive to the stages of cultural development that all of their students – including mainstream students, students of color, and other marginalized groups of students – may be experiencing and facilitate their identity development” (Banks, 2004, p. 304).

Tatum (1997) details resource and support networks for students of color in her works. Others focus research on areas including students with disabilities, minority religions, and sexual minority students (Lowery, 2004; McCarn & Fassinger, 1996; Roer-Strier, 2002). Minority students are arriving in larger numbers and are demanding to be served and supported in their educational efforts. The shift in campus demographics shows that the numbers of minority status students will increase so that they will become the majority on campus within the next decade (Bruch, et al., 2004).

Student success and educational effectiveness are top priorities, especially if we expect to see successful student transitions on today’s campuses. Academic advisors who help students integrate life management skills and find solid support networks will assist these students in creating a foundation for coping with collegiate level academic stress. Advisors who are aware of the needs of first year students can make the difference as students learn to navigate the halls of academia.

Christine Leichliter

Assistant Dean

School of the Arts and Communication

The College of New Jersey

leichlit@tcnj.edu

Kathy McCleaf

Associate Professor of Health and Studies of Gender and Sexuality

Department of Sociology and Social Work

Mary Baldwin College

kmccleaf@mbc.edu

References

Banks, J. A. (2004, Summer). Teaching for social justice, diversity, and citizenship in a global world. The Educational Forum, 68 (4), 296-305.

Bruch, P., Jehangir, R., Jacobs, W., & Ghere, D. (2004, Spring-b). Enabling access: Toward multicultural developmental curricula. Journal of Developmental Education, 27 (3), 12-19.

Carter, H. Roots and Wings Quote, Retrieved May 1, 2006, from http://en.wikipedia.org/wiki/Hodding_Carter

Kuh, G. D., Kinzie, J., Schuh, J. H., & Whitt, E. J. (2005, July/August). Never let it rest: Lessons about student success from high-performing colleges and universities. Change, 44-51.

Lowery, J. W. (2004, Spring). Understanding the legal protections and limitations upon religion and spiritual expression on campus. College Student Affairs Journal, 23 (2).

McCarn, S., & Fassinger, R. E. (1996). Revisioning sexual minority identity formation: Its implications for counseling and research. The Counseling Psychologist, 24 (3), 508-534.

Mullendore, R. H., & Hatch, C. (2000). Helping your first-year college student succeed: A Guide for parents. Columbia: National Resource Center for the First-Year Experience and Students in Transition, University of South Carolina .

Nathan, R. (2005). My freshman year: What a professor learned by becoming a student. Ithica: Cornell University Press.

Olenchak, F. R., & Hebert, T. P. (2002, March/April). Endangered academic talent: Lessons learned from gifted first-generation college males. Journal of College Student Development, 43 (2), 195-212.

Roer-Strier, D. (2002). University students with learning disabilities advocating for change. Disability and Rehabilitation, 24 (17), 914-924.

Tatum, B. D. (1997). "Why are all the black kids sitting together in the cafeteria?" And other conversations about race. New York: Basic Books.

Ting, S. R. (2003, Spring). A longitudinal study of non-cognitive variables in predicting academic success of first-generation college students. College and University, 78 (4), 27-31.

The NACADA Clearinghouse of Academic Advising Resources features:

• Advising Issues and Resources. 170+ advising topics containing:
  • Resource links to applicable Web sites
  • Topic overviews written by members knowledgeable in the issue addressed
  • Annotated bibliographies of articles/books where advisors can “read more about” topics

• Advising Standards & Values including CAS and NACADA standards and values helpful for assessing the effectiveness of academic advising programs
• Member Produced Publications including links to 150+ college/university advising Web sites and handbooks
• NACADA Research resources
• NACADA publications including the archives of the NACADA Journal ’s book review section and Academic Advising Today

Find links to these and more in the Clearinghouse.

An Advising April Fool Lesson

Heidi Koring, Peer Advising and Mentoring Advising Interest Group Member

Just when advisors say, “I’ve finally seen it all!” an advising experience takes place that is so unusual, extraordinary, or just plain weird that it feels like an April Fool’s Day prank. Here’s one that occurred on the Lynchburg College campus recently, along with the lessons advisors can learn from it. Some names have been changed to conceal the identity of a university.

A.J. is an experienced advisor at Lynchburg College. She not only advises undergraduates, she teaches math as well. Her husband has worked in student affairs administration for many years, so she understands that dimension of student life. She is also the mother of two college students; one attends Lynchburg, and the other studies at a state university. When her phone rang the week before spring break, she was confident she could answer any advising question a student could ask.

“A.J., this is Karen, the secretary in the dean’s office. I have a student on the phone who is very upset. He’s trying to drop a course and he can’t find his advisor’s office.”

The student on the other end of the line was, indeed, distraught. While calming him down, A.J. learned he was a recent transfer named Jim who wanted to drop a course he was failing. He couldn’t find his advisor, and he asked if A.J. could sign the form for him.

“Come right over to my office,” she said. “I’m in Hall Campus Center.”

“I’m not sure where that is,” Jim said. “I feel really lost on campus and I don’t know where all the buildings are. Is it near Main Hall?”

A.J. was confused. Lynchburg College doesn’t have a building named Main Hall. But it does have a facility near the library sometimes referred to as the main classroom building.

“Where are you now?”

“I’m at the library,” Jim responded.

“Just turn right by the science building.”

“Is the science building near North Hall?”

Her confusion grew. Lynchburg College doesn’t have a North Hall either. But the names of the buildings sounded familiar to her.

“Tell me, Jim, are you attending Lynchburg College, or are you a student at the state university?” A.J. asked in disbelief.

“I’m a student at State, of course,” he answered. “And I need some advising help.”

As luck would have it, A.J.’s daughter attends this state university with the same major as Jim, so she knew exactly what office building he needed to visit. She even knew the name of the department secretary. She gave him directions and explained the procedure for dropping classes at the university. She also recommended that he seek tutoring help for the classes that were troubling him and that he visit the career center to explore some major options better suited to his strengths and interests. When he hung up, he knew exactly what to do.

As A.J. shared her story with other advisors in the Advising and Career Center, we reflected that this story contains lessons for advisors everywhere.

Take time to build rapport. Sometimes if advisors are feeling rushed, it’s a temptation to answer students’ questions too soon. Because A.J. spent time at the beginning of the conversation getting to know the student, she was able to create a relationship with him and gain his trust.

Meet students where they are developmentally. Even though Jim was a transfer student half way through his first semester, he had the knowledge of campus more consonant to that of a new freshman. Rather than trying to troubleshoot why Jim was at this developmental level, she met him there, respecting his concerns.

Listen for deeper problems and address them. Jim’s presenting problem was that he wanted to drop a class. However, A.J. quickly ascertained that Jim did not have the skill base he needed to be successful in the courses required for his major. She addressed this deeper problem through two referrals.

And finally, expect the unexpected. In the world of academic advising, no two students and no two problems are exactly the same.

Heidi Koring

Lynchburg College

From First Year to Career: Connecting Advising Syllabi to Electronic Portfolios

Kathleen A. Ward, Thiel College

In December 2006, Karen Thurmond (University of Memphis) facilitated a NACADA Webinar on the advising syllabus, that important advising tool that communicates to students that advising is teaching and identifies learning outcomes advisees can achieve through the advising process. Several sessions at the 2007 NACADA Annual Conference provided information on the advising syllabus, and a pre-conference workshop was devoted to the advising portfolio. Interestingly, however, only one Conference session specifically addressed the electronic portfolio as a logical adjunct to these advising issues. E-portfolios are an increasingly important part of the college experience and can be a fundamental means for the documentation of advising outcomes. Therefore, academic advisors should consider implementing the e-portfolio into the advising process.

What is an e-portfolio? Helen Barrett (2000) describes it as a “reflective tool that demonstrates growth over time” (¶4). More precisely, she notes that the e-portfolio “brings together two different processes: multimedia project development and portfolio development” (¶5), both equally important to students. Danielson and Abrutyn (as cited by Barrett, 2000) noted that the process involves “collection, selection, reflection, and direction (looking ahead and setting goals for the future)” (Barrett, ¶6). As an “ongoing learning tool” (¶38), the e-portfolio “is not a haphazard collection of artifacts” (¶4).

The directors of the Electronic Portfolio Program (2007) at Virginia Wesleyan College note that an e-portfolio is a “web document” which facilitates the following:

• Reflecting [on self, abilities, interests, coursework, co-curricular activities, etc.]
• Connecting the lessons of the college classroom to the world beyond campus
• Bringing together coursework, off-campus research, off-campus experiences
• [Developing a record] that ultimately translates into a resume that will give students an edge (¶1).

Advisors will note similarities between these two definitions and several advising outcomes – reflection, learning, transferability of knowledge from classroom to world, and career goals. Furthermore, an e-portfolio results in a product allowing students to demonstrate “useful technology and design skills” (Agnes Scott College, 2007, ¶3). E-portfolios are flexible and permit students to stand out as individuals. Reflections on learning and skill development from semester to semester can be included as well as photographs of learning experiences, important course papers and projects related to career interests, music, poetry, art, personal goals and philosophies. The word “resume” in the Virginia Wesleyan description could be misleading because while an e-portfolio can contribute to an effective resume, its implementation in the freshman year is important to the documentation of advising outcomes and the student’s college experience.

When an e-portfolio is not limited to the senior year for the sole purpose of obtaining employment, it is useful to advisors for fostering student growth. The authors of the Agnes Scott College (2007) electronic portfolio entry noted that the e-portfolio “promote[s] student engagement” and “encourages student[s] to organize and creatively present evidence of [their] intellectual and personal development and academic achievement during [their] entire college career” (¶1). Advisors can help incoming college students begin e-portfolios with reflections on summer job experiences, volunteer activities, new ideas they want to explore in college, and campus groups they would like to join. Students can establish goals, save pictures, reflect on new work experiences through service-learning and internships, identify skills development, and record their changes in values and interests. The e-portfolio, then, creates an ongoing electronic document which advisor and advisee can use as a foundation for advising sessions.

Some possibilities for connecting advising syllabi with e-portfolios are suggested by current advising syllabi. Among student expectations listed on the University of Wisconsin-Madison’s Cross-College Advising Service (2006) syllabus are the following: “come to appointments prepared with questions and/or topics to discuss,” “be open to developing and clarifying your personal values and goals,” and “keep a record of your academic progress and goals” (p. 1). Students automatically create a record while reflecting and writing on possible questions, topics, values, and goals which can be called up on a computer for discussion and rethinking. The e-portfolio also helps students to achieve two of the objectives and expected student outcomes listed on the calendar page of the same syllabus: “clarify your personal values, especially as they relate to academic and career choices” and “assess your skills and strengths” (Cross-College Advising Service, 2006, p. 2). By providing a record of these thinking projects, the e-portfolio helps students prepare for advising sessions and examine their thoughts on these issues as they move through college. At the same time, students can create an environment for music, poetry, or photographs. They can also connect co-curricular activities to their courses and reveal skills and career-related interests that the advisor and student can discuss.

Another academic advising syllabus (Fall, 2005) from Dickinson College includes advisee responsibilities such as “organize official documents” for easy access and “develop an on-going portfolio of your advising work” (p. 2). The authors of the Dickinson syllabus note that scanning and maintaining a record of such documents and advising sessions will help the student and advisor “to accurately measure and document that you have achieved the learning outcomes for academic advising” and to create “a variety of documents that you and your advisor will develop together to demonstrate your achievement of these outcomes” (p. 2).

The word “portfolio” reminds us that the advising portfolio is another tool that has been receiving much attention lately. Do students need both an advising and an e-portfolio? An advising portfolio can easily be one and the same as an e-portfolio, increasing a student’s sense of engagement in its development.

Electronic portfolio programs continue to grow. The Virginia Wesleyan College “PORTfolio” program replaces a minor, requires nineteen credit hours, and includes an e-portfolio which students begin their freshman year. As part of its Learning Outcomes Project, Schoolcraft College has a four-year Electronic Portfolio Program (2007) encompassing a seven-week course “specifically designed to help you organize and begin construction of your electronic portfolio” (¶5). Schoolcraft students have access to multiple resources, including links to sample e-portfolios. One final example is the e-Portfolio and Global Citizenship project (n.d.) from Kennesaw State University. This four-year e-portfolio program is based on the RACCE (2002) college student portfolio process: “reflect, assess, collect, connect, and express.” Kennesaw’s e-portfolio program equips students “to become productive citizens” (¶1) as it “strengthens the vision of the college student learning process” (¶2). The Virginia Wesleyan’s “Top 10 reasons that make the PORTfolio Program different!” (n.d.) points to benefits which students can appreciate: “You will learn web design skills and modify and add to your portfolio throughout your journey through the program. Eventually this will become a 3-D collection of your experiences, coursework, and photos that you will use to market yourself to prospective graduate schools or potential employers. This is way beyond Facebook and MySpace . . . ” (No. 10).

Academic advising should become a vital portion within the increasing number of e-portfolio programs. Recognizing that advising is teaching, NACADA members have promoted the advising syllabus as a means to identify learning outcomes students can attain through the advising process. The e-portfolio contributes to the achievement of numerous learning goals. Therefore, advisors should consider how the activities and expectations that make up advising syllabi can be connected to and facilitated by electronic portfolios. The possibilities are ripe for study and experimentation.

Kathleen A. Ward

Director, Academic Success Center

Thiel College

kward@thiel.edu

References

Academic advising syllabus. (Fall 2005). Dickinson College. Retrieved March 26, 2008, from www.dickinson.edu/departments/advising/AcadAdvisingSyllabusF05.pdf.

Agnes Scott College. (2007). Agnes Scott electronic portfolio. Retrieved March 26, 2008, from

http://eportfolio.agnesscott.edu/links/what/what1.htm.

Barrett, Helen. (2000, April). Create your own electronic portfolio: Using off-the-shelf software to showcase your own or student work. Learning & Leading with Technology, 2000 April.

Retrieved March 26, 2008, from http://electronicportfolios.com/portfolios/iste2k.html.

Cross-College Advising Service (CCAS) advising syllabus. (2006). University of Wisconsin. Retrieved March 26, 2008, from www.ccas.wisc.edu/pubs/advising%20syllabus%2006-07.pdf.

Electronic portfolio (2007). Virginia Wesleyan College. Retrieved March 26, 2008, from www.vwc.edu/academics/porftolio/electronic/.

Electronic portfolio program. (n.d.). Schoolcraft College. Retrieved March 26,2008, from www.schoolcraft.edu/eportfolio/.

E-Portfolio and global citizenship. (n.d.) Kennesaw State University. Retrieved March 26, 2008, from http://edtech.kennesaw.edu/21c/.

Leichter Dominic, J. E. (2002). RACCE. Retrieved March 26, 2008, from http://edtech.kennesaw.edu/21c/racce.htm.

The top 10 reasons that make the PORTfolio Program different. (n.d.). Virginia Wesleyan College. Retrieved March 26, 2008, from www.vwc.edu/academics/portfolio/Top_10.htm.

Exemplary Practices of Integrated Career and Academic Advising

sought through July 11th

Narratives are requested as Exemplary Practices of Integrated Career and Academic Advising Centers for possible inclusion in the upcoming Handbook of Career Advising. The intent is to identify academic and career advising centers (or academic and career planning centers) characterized by an integrated approach to helping students with their academic and career planning. A section of the book will present narratives of the centers selected and is intended to provide readers with exemplary practices of integrated academic and career advising centers. Professionals associated with integrated academic and career advising centers are encouraged to submit narratives of their work and accomplishments for publication consideration in the Handbook of Career Advising.

“Classroom” Advising: Adapting the Virtual Learning Environment (VLE)

Lisa Youretz, John Fenelon, and Karen Wrench, Marquette University

Incorporating technology into advising practices that are meaningful to students can be challenging. Challenges are even greater when an institution’s student population consists of non-traditional learners juggling a multitude of roles and responsibilities, whose age range spans forty years, and whose technological skills range from a minimal understanding of basic computing to coordinating corporate networks. How can advisors effectively integrate existing technology to communicate with students, build community, provide timely information, and establish a non-threatening environment for learners? Advisors should consider their institutions’ online course management systems.

Friendster, Second Life®, YouTube™, wikis, blogs, and vlogs have become familiar terms. Online social networking sites such as Facebook© and MySpace® are now the norm among traditional-age students. Contrary to popular belief, some sites actually attract more mature participants. Jacobs (2006) indicated that 68% of all visitors to MySpace are 25 and older, while Friendster’s attraction is even higher at 71%. These findings dispel the misconception that online social networking is the exclusive domain of teenagers and young adults (Jacobs, 2006).

Community-Building, Networking, and Retention

As we adapt and explore innovative possibilities to deliver academic advising, online social networking sites (SNS) are an attractive tool to bridge generational gaps, introduce new technologies, and make connections. Carter (2007) suggested that “social networking sites may be appropriate for adult learners as they attempt to balance multiple life roles with academic responsibilities…in a convenient, flexible format” (¶7). Since public sites are often plagued by inappropriate behaviors and security risks, advisors should think about utilizing their institution’s virtual learning environment (VLE). This approach allows advisors to monitor online postings and add resources that can help non-traditional students feel connected to campus and to one another.

Transforming a virtual classroom into an advising site can aid in the never-ending quest to increase student retention. Tinto (2006) noted that it was once thought that students needed to break away from their past communities of friends, families, and employers in order to be involved in their academic pursuits. Not anymore. Tinto (2006) found that, in many cases, links to students’ previous communities were essential to their academic persistence. When students feel supported—whether from peers, faculty, or the institution itself—they become more involved and invested in the educational process, resulting in the tendency to stay in school (Ashar & Skenes, 1993; Tinto, 1998, 2006).

From home or work, VLEs can maintain students’ links to personal communities while integrating their support network of fellow learners who understand the challenges and pressures of higher education. Students utilizing VLE discussion boards can also:

• Interact with peers
• Raise