G1. Foundations of Academic Advising - Jayne Drake

Abstract

This opening General Session sets the stage for the Summer Institute by focusing on the critical conceptual and organizational foundations of academic advising. The conceptual foundations include 1) the evolving definition of advising; 2) the connection between advising and teaching; 3) the content of an advising paradigm beyond course scheduling; and 4) the relationship between advising and student persistence. The organizational foundations include 1) the centrality of advising; 2) the need for advising to be a coordinated, collaborative campus process; 3) the need for active outreach to students; and 4) the basic elements needed in a successful advising program.

G2. Academic Advising and the Campus Environment - Blane Harding

Abstract

While all campuses should have a clearly defined advising structure, it is important to recognize that academic advising does not occur in a vacuum. Indeed, it is a comprehensive campus process that involves people, programs and services across the institution all focused on the central purpose of colleges and universities--the education of students. In order to be most effective, advisors and advising administrators must understand their particular campus environment and the ways academic advising can have the most positive impact. This presentation will focus on key aspects of academic advising, including the advising mission statement, advising outcomes and program goals, the organization and management of the advising system, and the organizational models and delivery systems. It will conclude with a discussion of advising connections with other campus services and programs as well as the trends and advising opportunities currently facing campuses.

G3. Designing and Implementing Effective Advisor Development Programs - Tom Brown

Abstract

Many key competencies are developed after educators arrive on campus. Therefore, colleges and universities must assume the responsibility for teaching and developing their own educators to enhance student learning inside and outside the classroom by providing structured professional development programs.

Brown & Ward, 2007

The Sixth National Survey of Academic Advising (Habley, 2004) identified eleven areas of effectiveness for advising programs and asked respondents how effective they thought their institutions' advising programs were in each area. As has been the case for previous surveys, "implementing training programs for advisors" continues to place near the bottom of the list, just ahead of evaluating advising programs and advisors and rewarding good advisor performance.

Creating excellence in academic advising is dependent on comprehensive pre- or in-service advisor development programs. There can be no equitable evaluation or meaningful rewards without programs that set expectations for academic advising and provide opportunities for the enhancement of critical skills. Advisor development programs have common elements, whether the audience is faculty advisors, counselors or professional advisors, or peer advisors.

This session will provide an overview of the Conceptual, Relational, and Informational elements of a comprehensive advisor development program and consider how such programs might be designed in response to the needs of different advisor groups. While a theoretical context will be provided, the focus will be on practical, concrete and tangible examples and strategies for addressing issues and themes that can produce more effective advisor development programs and academic advisors.

G4. Assessment of Academic Advising: A Primer - Tom Grites

Abstract

Assessment and evaluation of all components of higher education have become major foci with accreditation agencies. Assessment is necessary to determine whether the goals of your program are being achieved and the needs of your students are being met. In addition, with the financial restraints many institutions are facing, the issue of assessment has become even more important as all areas of the campus are competing for the same shrinking pool of resources. This general session will introduce the general processes involved in assessment of academic advising, including reasons to perform assessment of advising, basic introduction to assessment of advising; more in-depth topical sessions on advisor evaluation and program assessment are offered later during the Institute.

G5. Initiating and Implementing Change in Academic Advising - Jenny Bloom

Abstract

The close of the Summer Institute means that participants will be heading back to campus with great ideas about how to enhance academic advising services on their campuses. No ideas, however, will translate to practice without a well-conceived plan for introducing and implementing change. Implementing change requires leadership. This session has three purposes: 1) to define leadership and discuss the characteristics of leaders; 2) to stimulate thoughtful consideration of the change process and 3) to energize participants to initiate and sustain their intentions as they re-enter the real world of campus politics.

Major topics include

• Defining leadership and discussing the qualities of great leaders
• Understanding why accomplishing change is difficult
• Understanding how people process change
• Providing a framework for how to successfully implement change

W1. Advising as a Retention Strategy - Tom Brown

Abstract

According to the 2007 Institutional Data File from ACT, half of first-year students who enter two-year colleges, and nearly one third of students entering four-year institutions will drop out before their sophomore year. The same study found that less than half of students who enter college will ever graduate. The attrition rates are even higher for first-generation students, students of color, and other at-risk groups.

Why do some students leave college as the result of incidents that appear relatively minor, while others persist in the face of tremendous obstacles? Are some students “predestined” to fail and withdraw from college, as the result of their educational backgrounds? If this is the case, why do some students with strong GPAs and test scores leave college, while others achieve at high levels despite coming from “educationally disadvantaged” backgrounds? Do some students leave college for reasons that are expected and understandable, while others could be encouraged and supported to stay? Which campus offices or personnel should have the responsibility for increasing student development, satisfaction and persistence?

Pathways to Persistence is a simulation exercise that provides some answers to these questions, and it assists campus communities to act—individually and collectively—to increase student success. The exercise identifies many of the reasons students leave college, challenges some of the common myths and misconceptions about attrition, and shares evidence that what happens to students afte r they enroll is often more important than their pre-enrollment attributes and experiences. Pathways illustrates that increased persistence is the by-product of a campus environment which combines high quality teaching, comprehensive student services, and an effective academic advising program. On such campuses, everyone recognizes that they have the power to make an individual difference—whether they are department heads, classroom teachers, counselors, advisors, coaches, administrative assistants, or receptionists. Pathways has proven to be highly effective for campus-wide programs that include diverse groups of faculty, administrators, administrative support staff, etc.

Pathways to Persistence was developed by Wes Habley of ACT, and Tom Brown updated and modified the exercise, specifically to address the educational experiences of students attending two-year community and technical colleges. Like other simulation exercises, Pathways offers participants a learning and development experience they can participate in rather than just read or hear about. Participants leave the simulation with a clear sense that academic advising and academic advisors contribute to a campus community that promotes student satisfaction, development, and persistence.

W2. Advising as Teaching - Tom Grites

Abstract

This session will focus on advising as teaching by expanding the NACADA Concept of Advising. Participants will engage in strategies that extend advising beyond the informational and relational aspects of advising. Advising should also assist students in developing competencies, autonomy, and purpose.

The Concept of Advising as/is teaching offers us a framework through which to use advising as a means to enrich students’ academic, career, and personal development and success. It extends the skills, competencies, and attitudes of teaching to the advising process, and it places the role of an advisor squarely within the role of a teacher. In this workshop, we will examine how good academic advising, like good teaching, is a shared and reciprocal responsibility between students and advisors/teachers.

Some of the issues to be addressed in this workshop include: how advisors guide students to develop realistic goals; how advisors help students to integrate their learning and to see its relevance now and in the future; the characteristics employed for both effective classroom teaching and academic advising in the area of skills, competencies, and attitudes. We will also examine how an advising syllabus can clarify the shared expectations and responsibilities of advisors and students in the advising as teaching equation.

W3. Unfinished Business: At-Risk Students & Higher Education - Blane Harding

Abstract

The retention and graduation of at-risk students has become a priority on many college and university campuses across the country. This workshop will help broaden and clarify what is meant by at-risk students, identify general group characteristics, provide ways in which advisors can enhance their effectiveness with this population, and discuss student responsibilities in this process. Two key points in this process are student’s self-authorship and moving them from the periphery to the center of campus life.

T1. Administration of Advising - Jayne Drake

Abstract

Nobody ever said it was going to be easy. And it's not always fun, that's for sure. But it sure can be rewarding. Sometimes we grow into the position as a result of being professional or faculty academic advisors. Sometimes we already serve in an administrative position in a school or college and are told to get in there and "fix" academic advising. Sometimes we earn degrees in higher ed. administration and seek out the advising administrator's role. This session is designed specifically for the new advising administrator and for those aspiring to a position as an advising administrator. We will explore the overarching issues that administrators face within their advising units and across campus, as well as those critical but more amorphous issues such as technology, planning, budgeting, assessment, and advising resources. We hope to carve out some time to discuss the challenges indigenous to your campus or center.

T2. Developing a Mission Statement - Marsha Miller

Abstract

The CAS Standards and Guidelines for academic advising (2005) begin with the imperative statement, "(t)he academic advising program must develop, record, disseminate, implement and regularly review its mission and goals. Yet, many academic advising programs have yet to establish an effective mission statement. This highly interactive presentation will attempt to answer the questions:

• What is a mission statement?
• Why do we need an advising mission statement?
• What are the characteristics of an effective mission statement?

Participants will have the opportunity to rate, critique, discuss and revise actual academic advising mission statements.

T3. Advising Undecideds I (Principles) - Peggy King

Abstract

This topical session focuses on undecidedd students (variously known as “undeclared” or “exploratory”) to understand their characteristics and their reasons for being undecided. Beginning with practical applications of advising strategies for this cohort, advisor attitudes, knowledge, and skills essential to be effective with this student population will be discussed. To extend to underlying principles that inform academic advising in these instances, various theories pertaining to student development and learning will be highlighted.

T4. Student Development and Learning Theories - Jenny Bloom

Abstract

Sometimes theory can be intimidating, but this session is designed to make student development and learning theory not only understandable, but also translatable to practice for advisors. We will start out by looking at why we should even consider intentionally incorporating theory into our advising and consider the advantages and limitations of theories. Then we will highlight some of the biggest names in student development theory as we begin to decide which theories are most relevant in our advising practice. We will also look at and do one learning style inventory. We will wrap up the session by developing individualized “personal practical theories” (Levin & He, 2008).

T5. Advising Students in Emotional Crisis- Rich Robbins

Abstract

With the increase in stress-related and metal health issues among today’s college students, academic advisors are being asked to play a larger role in the recognition of relevant academic, emotional, and behavioral symptoms of distressed students, followed by appropriate referral as needed. In some cases, the academic advisor may be the first or only person to observe such symptoms, and the advisor may be the institutional representative to whom the distressed student turns in times of crisis. This goal of this session is to provide information on the identification of students in distress and to delineate the role of the academic advisor in such situations.

T6. Legal Aspects of Academic Advising - Wes Habley

Abstract

In an increasingly litigious society, it is clear that academic advisors need to be concerned about the extent to which advice they give might lead to legal action taken by students. Although the courts have generally held that they will not intercede in issues regarding academic decisions, advisors should be cognizant of the important legal principles they must keep in mind as they fulfill their roles. The approach taken in this session will be practical and will feature illustrations of problems and pitfalls that confront advisors.

T7. Advising Undecideds II (Cases) - Peggy King

Abstract

Following a brief review of Advising Undecideds I: Principles, participants will spend time discussing three case studies of undecided students and will develop strategies to move these students along the decision making continuum. Personal advising strategies and institutional models that are designed to support and assist undecided students will be reviewed.

T8. Advising and Career Life Planning - Jenny Bloom

Abstract

This interactive session explores the interface between academic advising and career advising.

T9. Advisor Training I (Principles) - Wes Habley

Abstract

This session includes an applied follow-up to the general session on Training and Development. Following an overview of data on advisor training from ACT's Sixth National Survey of Academic Advising, participants will share and analyze their own training successes and failures and participate in the application of the content-audience-technique model to hypothetical training scenarios.

T10. Organization of Advising - Peggy King

Abstract

Although our institutions are unique, there are some things we have in common and the organizational structure and delivery systems for academic advising services are two of them. This presentation will focus on the following: (1) the institutional mission and the advising program mission; (2) the organization and delivery of advising services; and (3) key components of effective advising programs.

T11. Faculty Advising (Issues) - Kathy Stockwell

Abstract

Faculty advising has been a part of higher education since 1877 when Johns Hopkins University launched its faculty advising program. Teaching faculty members have certain knowledge and expertise in their academic disciplines that is of great value to their students. They have an understanding of curricular requirements as well as individual course content. In addition, they can assist with internship placement, research projects, continuing education questions, employment opportunities, and so on, things that cannot always be handled by full-time advisors. Unfortunately, there are often issues within faculty advising programs. This session will provide a broad overview of faculty advising programs and address some of the specific issues that occur within these programs. Participants will be encouraged to offer their own issues, concerns, and solutions for these issues.

T12. One-to-One Advising Skills - Blane Harding

Abstract

This topical will focus on the essential skills and competencies of effective one-to-one advising. The relational skills include communication, questioning, and referral in which both advisor and student share responsibilities and outcomes. The effective one-to-one advising session will have mutually agreed upon goals, ongoing communication, shared inclusive decision making, and mutual respect and trust. There must be an agreement that advisor and advisee each contribute equally to student success.

T13. Developing Advising Handbooks - Marsha Miller

Abstract

Useful advising handbooks don't just happen; it takes teamwork, organization, and technology skills to deliver handbooks that really make a difference. This session is designed to guide the participant through the process of creating an advisor handbook. It will address the content and delivery of the handbook including: target audience, objectives, purpose, content, and organization. Discussion will focus on what is needed to produce high quality paper and electronic handbooks. Participants will explore handbook samples from a variety of institutions.

T14. Delivery Strategies including Groups - Kathy Stockwell

Abstract

This topical session will explore institutional or program situations that extend the academic advising delivery system beyond individual one-on-one interactions with the student. Various models for advising delivery will be considered in the context of different academic institutions and student circumstances. Some potential advantages and disadvantages of these models will be discussed. This session will be interactive and encourage participants to exchange best practices.

My thanks to the many experts in the field of advising whose research and scholarship are reflected in this presentation.

T15. Advisor Training II (Faculty) - Jayne Drake

Abstract

A strategy for recognizing and rewarding excellence in faculty advising seems easy enough to undertake. It often seems like a quick, easy, and powerful statement for advising administrators, deans, or provosts to make no matter what fiscal constraints they may be working with. It is a relatively straightforward way for an institution to trumpet that it values the contributions of those whose work is central to the institution’s imperative of achieving the seamless navigation of students from freshman orientation through and beyond graduation. However, those interested in building a recognition and reward strategy must be cautious to construct it within the larger context of a program that begins with the training and professional development for all advisors, followed by a thoughtful, intentional, and ongoing assessment plan. Delivering this three-pronged, comprehensive approach can be challenging, but it is a critical framework within which reward strategies can best be developed and sustained. The specific reward principles that operate in the corporate sector also have practical relevance to the academic community and will be central to this session. They are compelling tools in an overall institutional strategy aimed at student satisfaction and retention.

T16. Programmatic Assessment in Academic Advising (CAS) - Rich Robbins

Abstract

This topical session will present the processes involved in assessment of academic advising, with focus on the development of student learning outcomes and identification of multiple measures for the assessment of academic advising. Participants will be facilitated through the assessment process, and will identify stakeholders, programmatic and student learning outcomes, and outcome measures specific to their respective academic advising programs.

T17. Initiating and Implementing Change in Advising Programs - Wes Habley

Abstract

The close of the Summer Institute means that participants will be heading back to campus with great ideas about enhancing academic advising services. No ideas however, will translate to practice without a well-conceived plan for introducing and implementing change. This session has two purposes: 1) to stimulate thoughtful consideration of the change process and 2) to energize participants to initiate and sustain their intentions as they re-enter the real world of campus politics.

Major topics include

• understanding why accomplishing change is difficult
• building a task, people, structure, strategy framework for approaching change
• orchestrating the change process
• understanding participant roles in leading and/or participating change

T18. Ethical Issues in Advising - Tom Grites

Abstract

Academic advisors often face ethical dilemmas, which involve conflicts between apparent “right versus right” options. This topical session will explore how ethical dilemmas arise and the conflicting principles that make them difficult to resolve. The session will include discussion of a variety of case studies involving ethical dilemmas in academic advising.

T19. Advising First-Year Students - Kathy Stockwell

Abstract

The first year of college is a critical time of transition for most students. Tinto reminds us that “the largest proportion of institutional leaving occurs in the first year….” For this reason, it is important that institutions pay particular attention to their first-year students. This topical session highlights the characteristics of first-year students and the role advising plays in their persistence.  Specific topics include reasons why students drop out; characteristics of Generation Y; freshman expectations vs. experience; freshman needs and tasks; how advisors can help first-year students; delivery systems for first-year advising; and what first-year students expect from college staff.

My thanks to the many experts in the field of advising whose research and scholarship are reflected in this presentation.

T20. Research in Academic Advising - Rich Robbins

Abstract

NACADA views research as scholarly inquiry into all aspects of the advising interaction, the role of advising in higher education, and the effects that advising can have on students (NACADA View on Research, 2008). This topical session will serve as a primer for conducting research in the field of academic advising with an emphasis on research as scholarly inquiry. Topics include reasons to conduct research in advising, identifying research questions, conducting a literature review, types of research methods, core skills in conducting advising research, gathering data, and developing a research project.

T21. Advisor Evaluation - Wes Habley

Abstract

The following topics will be covered in this session

• There is a critical difference between evaluation and assessment
• The purpose of assessment is enhancing the delivery of advising services to students
• Assessment of academic advising must derive from the mission and definition of academic advising
• Assessment must include multiple measures
  • Student satisfaction
  • Student Learning Outcomes
  • Systemic Indicators
    • Process benchmarks
    • Outcome benchmarks
  • Advisor inputs
• Data from a well-designed assessment program is applicable to the enhancement of advising at institutional, unit, and individual levels
• Assessment is a cyclical and on-going process

T22. Engaging Parents & Families in Support of Student Success- Tom Brown

Abstract

A good deal has been written of late about “helicopter parents, “ but this criticism of parental involvement misses a key point: Parents should be attentive to and engaged in their children’s lives. The key is not to be domineering .

            “Parenting for Purpose”

            William Damon, 2008

In 1983, Princeton University published the Report on the Princeton Parents Project. The report suggested that institutions “have devoted far less imagination and professional attention to developing mutually beneficial relationships with parents.” When parents were asked what they wanted to learn about when they came to Princeton, 60% said they wanted to know more about academic advising and the curriculum.

Parents continue to be engaged in the lives of their children and their involvement won’t be stopped by FERPA. The term “surrogate” was used by early researchers to describe parents, spouses, and others who influenced their family members’ educational decision making. More than twenty years ago, researchers found evidence that parents who attended orientation programs were more satisfied with their students’ educational experiences. In 2003, the National Resource Center for the First-Year Experience and Students in Transition sponsored a teleconference: Embracing Parents and families: Strategies for Student Success . The presenter was one of the organizers and panelists for that program.

Enrollment management gurus continue to suggest that parents have a major influence on how students interact with their college environments, and research have concluded that first-year students are more likely to persist if they have positive relationships with families who understand and support their decisions to enroll in college. Encouragement from family can be a powerful influence that can motivate students to stay in school and focus on academics.

For many first generation, Hispanic/Latino/a, and other cohorts, facilitating family involvement can help students maintain and strengthen the family ties that are culturally critical. At the same time, strong family relationships can pose a challenge to students seeking to focus on academic pursuits, but feeling pulled toward obligations related to issues of financial responsibilities, time commitment, caring for family members, etc..

This session will consider what academic advisors and academic advising programs can do to engage families, particularly as students “move in” to the critical first year of college. We will review findings from surveys that asked parents of first-year students what their primary concerns were as their family members entered college. A model for a parent/family orientation program will also be presented. Participants will be encouraged to share their challenges and effective initiatives they have utilized to engage parents and families in support of student success.