Dec 24, 2015
Dr. Peggy KingSchenectady County Community College
Organizing and Delivering Advising: Models for Success
Institutional Mission/Advising Program MissionCAS Standards: Outcomes and Goals for the
Advising Program Organization of Advising Services: 7 ModelsDelivery of Advising Services – Who and HowKey Components of Effective Advising ProgramsAdvising & Other Campus Services/Offices
Two Key Resources
NACADA – the National Academic Advising Association [email protected]
Gordon, V.N., Habley, W.R., & Grites, T.J. (2008) Academic Advising: A Comprehensive Handbook (2nd Edition)
Additional Symposium Sessions
Training Academic Advisors: Conceptual, Relational and Informational Issues (July 16, Tom Brown)
Assessing the Effectiveness of Your Academic Advising Program (July 23, Tom Grites)
It’s All About Change: Negotiating the Culture for Improved Advising (July 28, Wes Habley)
Institutional Mission/Advising Program Mission:ConsistencyAdvising Program Mission Statement
Identify the primary purpose of advisingProvide a statement of beliefs about studentsProvide information on the nature of the
advising program, the organizational structure, expectations of advisors and advisees, the rights and responsibilities of advisors and advisees, and the goals for advising
Mission Statement (cont.):Development of the mission statement must
include a wide variety of constituenciesThe statement should serve as a guide to
the decisions we make about what we do and how we do it.
Assessment is critical.It must be prominently displayed and
promoted.It must be regularly reviewed and, if
necessary, revised.
Mission Statement (cont.):It must be visionary.It must be broad.It must be realistic.It must be motivational.It must be short and concise.It must be easily understood.It must be memorable.
Advising Program:Identify relevant and desirable student
learning and development outcomes. Provide programs and services that encourage the achievement of those outcomes.
Relevant and Desirable Outcomes:Intellectual growthEffective communicationRealistic self-appraisalEnhanced self-esteemClarified valuesCareer choicesLeadership developmentHealthy behaviors
Relevant and Desirable Outcomes (cont.):Meaningful interpersonal relationsIndependenceCollaborationSocial responsibilitySatisfying and productive lifestylesAppreciation of diversitySpiritual awarenessAchievement of personal and educational
goals
Advising Program Goals:Promote student growth and developmentDiscuss and clarify educational, career
and life goalsAssist students in understanding the
institutional context/environmentEvaluate and monitor student progressRefer to other campus/community
resourcesDistribute relevant data re. students for
use in institutional decisions and policy
Advising Program Leadership:Advising program leaders must:
Articulate a vision for their organizationSet goals and objectivesPromote student learning and developmentPrescribe and practice ethical behaviorRecruit, select, supervise, & develop staffManage financial resources/human resourcesInitiate collaborative interactions
Organization & Management:
Advising programs must be structured purposefully and managed effectively
Advising programs must include development, evaluation, & recognition/reward
The design of an advising program must be compatible with the institutional structure & it’s student’s needs
Factors Influencing the Organization/Delivery of Advising
Institutional MissionStudentsFacultyPrograms/PoliciesBudgetFacilitiesOrganizational Structure
Organizational Models for Academic Advising:
Decentralized
Centralized
Shared
Organizational Models: Decentralized
Faculty Only Model
FacultyStudent
Organizational Models: Decentralized
Satellite Model
Academic Sub-unitAdvising Office
Student A
Student B Academic Sub-unitAdvising Office
Self-contained Model
AdvisingOffice
Student A
Student B
Organizational Models: Shared
Supplementary Model
Faculty
Student
AdvisingOffice
Organizational Models: Shared
Split Model
AdvisingOffice
AcademicSub-unit
Student A
Student B
AcademicSub-unit
Organizational Models: Shared
Dual Model
Faculty
Student
AdvisingOffice
Organizational Models: Shared
Total Intake Model
AdvisingOffice
Student AcademicSub-unit
Most Popular Models (ACT 6th National Survey):2-Year Public %
Self-contained 29Split 28Faculty Only 18
4-Year PublicSplit 46Satellite 16Faculty Only 12
Most Popular Models (cont.):2-Year Private %
Faculty Only 36Supplementary 21Self-contained 12
4 -Year PrivateFaculty Only 39Supplementary 26Split 17
Organizational Models -Summary:% of all:Faculty Only 25Supplementary 17Split 27Dual 5Total Intake 6Satellite 7Self-contained 14
Trends in Organizational Models:Decrease in use of most decentralized
(Faculty Only)
Slight increase in most shared models
Institutional size has a significant impact on the choice of model
Academic Affairs is the most common reporting line
Advising Delivery Systems: One-to-One Advising
FacultyFull-time AdvisorsCounselorsGrad StudentsParaprofessionalsPeers
Factors in Choosing a Delivery System
Access/availability to studentPriority placed on advisingKnowledge of academic disciplineKnowledge of student developmentNeed for trainingCost to institutionCredibility with faculty/staff
Building the Advisor-Advisee Relationship
Non-verbal communication
Verbal communication
Advising strategies
The advising interview
Non-verbal Communication
Physical environment
Preparedness
Body language/attending behavior
Verbal Communication
Listening
Questioning
Reflecting/paraphrasing
Referral SkillsExplain why a referral is necessary
Have a clear understanding of services available
Provide all contact information
Assist in scheduling the appointment
Follow-up with the student
Advising StrategiesAdvocacy/intervention
Intrusiveness
Challenging/confronting the student
Modeling/teaching decision-making skills
The One-to-One Advising Session
Planning and preparing for the session
Personal contact
Review student information, prior advising notes
Plan for uninterrupted time
The One-to-One Advising Session
Content and process
Establish rapportDiscuss previous sessionDiscuss purpose of the current sessionDiscuss issues/concernsIdentify possible solutionsSummarize the transactionsConclude session
Group Advising - Types
Groups that focus on content (C)
Groups that focus on process (P)
Group TypesOrientation (C)Registration groups (C)Extended orientation (P & C)First Year Seminar (P & C)Learning communities (P )Course imbedded (P & C)Residence Hall (C)Major (C)Specific populations (C & P)
Groups – Probable StrengthsReduce advisor ratiosEfficient way to share common contentFrees advisors for one-to-one contactReduces redundancyInteraction with peersShared learningEstablish peer contactsOther?
Groups – Probable WeaknessesLess personalAbility to meet individual needsPossible misinterpretationGroup distractionsInconvenienceOther?
Keys to Successful Group Advising
Locating a functional space
Informing students by multiple means of communication – e-mail, flyers, etc.
Preparing engaging materials and handouts that students can take with them to refer to later
Developing a clear agenda
Strategies for Successful Group Facilitation
Introductions and icebreakers
Learn names – use name badges/cards
Establish a climate of trust and respect
Don’t allow one person to dominate the discussion
Encourage students to follow-up with their Advisor
Use of Technology in Advising - Synchronous
Characteristics
Same timeSame paceDifferent placePerson-to-person advising
Synchronous Delivery
VideoconferenceInternet chatAudio conferenceWhite boardTelephoneInteractive classroomInteractive webinar
Technology in Advising - Asynchronous
Characteristics
Different timeDifferent paceDifference placePerson-to-person advising
Asynchronous DeliveryWeb pagesE and V mailCybercastListservsBulletin boardsKiosksVideo/Audio tapesTelephone info. Lines
Asynchronous Delivery (cont.):
Social Networking Sites – Facebook, MySpace, Twitter
Course Management Systems (e.g. Angel)PodcastsBlogsRSS (really simple syndication) e.g. news
feedWebinar
Technology – Probable Strengths
EconomyDistanceAccuracyFeedbackAccessibilityAnonymityOther?
Technology – Possible Weaknesses
Technology limits
Different person-to-person relationship
Anonymity
Other?
Why Multiple Strategies?
Different access points
Different student needs
Capitalize on advisor strengths
Offset advisor weaknesses
Design a Delivery SystemConsider
Institutional typeStudent demographics and needsProbable resourcesProbable advisor skills
Design a delivery systemPrimary. What else? How?
How does your delivery system capitalize on strengths and offset weaknesses of the various delivery strategies?
Advising Program Resources:
Financial: there must be adequate funding to accomplish the mission & goals of the program
Facilities/Technology/Equipment: there must be adequate facilities, technology and equipment to support the mission and goals of the program
Campus & External Relations:
The academic advising program must establish, maintain and promote effective relations with relevant campus offices and external agencies
Effective academic advising cannot be done in isolation
Advising & Other Campus Services/Offices:
Fiscal AffairsInstitutional ResearchInformation TechnologyFirst Year Seminar/Transfer Student SeminarLearning CenterOffice of Multicultural Affairs
Advising & Other Campus Services/Offices (cont.):
AdmissionsFinancial AidOrientationRegistrarCounselingCareer Planning
Advising & Other Campus Services/Offices (cont.):
Services for students with disabilitiesResidence LifeIntercollegiate AthleticsLearning CommunitiesTesting CenterAcademic Departments
Integration of Services
The effective integration of academic advising with other support services requires a clear communication of who does what for which population and why.
Academic Advising is the only structured activity on the campus in which all students have the opportunity for on-going, one-to-one interaction with a concerned representative of the institution.
Academic advising is the hub of the wheel, with linkages to all other support services on campus.
Two Conclusions:
Understanding the college or university environment and its impact on students is essential for the effective advisor.
Successful advising programs can intentionally enhance a positive campus environment that will, in turn, impact student success.
Thank you!
Additional Questions???