Advice That Matters:. What Do Students Hear and Remember? …and transformation, too!!. Advising is the only structured activity on campus in which all students have the opportunity for one-to-one interaction with a concerned representative of the institution. Wes Habley ACT, 2002.
Une image / un lien ci-dessous est fourni (tel quel) pour télécharger la présentation
Politique de téléchargement : le contenu du site vous est fourni TEL QUEL pour votre information et votre usage personnel ; il ne peut être vendu, concédé sous licence ni partagé sur d’autres sites sans l’accord de son auteur.Le contenu vous est fourni TEL QUEL, pour votre information et votre usage personnel uniquement.Téléchargez la présentation en cliquant sur ce lien.Lors du téléchargement, si vous ne parvenez pas à télécharger une présentation, l’éditeur a peut-être supprimé le fichier de son serveur.Pendant le téléchargement, si vous ne parvenez pas à obtenir une présentation, le fichier a peut-être été supprimé par l’éditeur.
F I N
Plus de contenu associé
Transcription de la présentation
Advice That Matters: What Do Students Hear and Remember? …and transformation, too!!
Institutions which consciously reach out to establish personal bonds among students, faculty, and staff, and which emphasize frequent and rewarding contacts outside the classroom are those which most successfully retain students. Such interaction is the single strongest predictor of student persistence. Vincent Tinto, Professor of Education Syracuse University Author of Leaving College
Academic advisors have long known what college presidents and other policy makers are only now learning: there is a wealth of important empirically based evidence which has found a significant correlation between quality advising, student satisfaction, and enhanced persistence and graduation.John Gardener & Thomas Kerr, 1995
I assumed the that the most important and memorable academic learning goes on inside the classroom. The evidence shows the opposite is true. When we asked students to think of a specific critical incident or moment that had changed them profoundly, four-fifths of them chose a situation or event outside the classroom. Richard Light, Harvard University Making the Most of College, 2001
A Good Reason to Assess To enable administrators, faculty, and ourselves to know whether efforts are producing desired effects. Assessment in Student Affairs Upcraft and Schuh, 1996 ARE WE MAKING A DIFFERENCE?
Why Evaluate Advising? The main purpose of a systematic [assessment] is to collect information that can contribute to improving advisor effectiveness.... Elizabeth Creamer and Delores Scott, 2000
Please know that some of us whether we admitted it then, now, or later, heard what you said back in the day and we often reflect on the advice and words of wisdom that you shared with us. Karis Stoudamire Damon Stoudamire, Inc. Youth and Community Services
Maybe it was a grandparent, or a teacher, or a colleague. Someone older, patient and wise, who understood you when you were young and searching, helped you see the world as a more profound place, gave you sound advice to help you make your way through it. Tuesdays with Morrie, 1997
Recent studies confirm a sharp rise in the number of students with depression and other psychological problems. Some see the rise in mental health problems as a sign that college has become more stressful, as more students juggle work, academics, extracurricular activities and family issues. “Prozac Campus” Chronicle of Higher Education 2/14/03
The freshman year is taking a real toll on students’ physical and mental health. Colleges are paying more attention to what happens in the transformative first-year. “Your First Year of College” Policy Center on the First-year of College Chronicle of Higher Education, 2/1/02
We will work with you to help you be successful. The entire campus community--from faculty and staff, to the coaches, residence halls staff, counselors and peer advisors--are mobilized to help you achieve your goals.
“I looked around this beautiful, lush rich campus and though, “What the hell am I doing here. It’s only a matter of time before they realize that I am not one of them. I am not rich. I don’t have a loving family to go home to on holidays. I have foster parents who don’t want me, a stepdad in prison, and a dead mother. And, I am not smart. I scored 580 on my SATs….” Tammy Ramos BA and BS, St. Mary’s College of California JD, Notre Dame Law School
What they remembered It’s not your APTITUDE It’s your ATTITUDE That determines the ALTITUDE you will achieve. Numerous respondents
Optimism is a better predictor of first-year college grades than SAT scores or high school grades. Martin Seligman University of Pennsylvania OPTIMISM… Having a strong expectation that things will turn out all right, despite setbacks and frustrations.
Getting beyond IQ Thinking What is missing in tests of ability is motivation. What you need to know about someone is whether s/he will keep going when things get frustrating. Achievement is not just a function of talent, but also of the capacity to stand defeat. Daniel Goleman Emotional Intelligence, 1995
At the root of the problem [of the achievement gap] is the an enduring belief that there is a widely varying and immutable intelligence among [students]. The American education establishment remains unwilling to internalize the idea that all students can learn at high levels—especially mathematics and science, that academic achievement ids more a function of effective effort than genetics.
No amount of spending, curriculum reform, national testing, or learning technology will solve our education problem as long as teachers believe that the majority of students can’t learn.Access Denied: Race, Ethnicity, and the Scientific Enterprise Campbell, Denes, and Morrison, 2000 Page 30
What they remember... I have learned to admit that I am a smart individual, even though my high school GPA was not as high…you helped me reflect on the skills that I have other than my intellectual side. I should not let numbers put me down, because I am more than what numbers say about me. Kuby H., 2001
The Pomp of Graduation After Overcoming Difficult CircumstancesNew York Times, June 14, 2000 The students who make it under a variety of circumstances have key features in common—most notably relationships with confident, competent adults who believe in them.Ann S. Masten, University of Minnesota
Transforming Students Through Validation Success appears to be contingent on whether [faculty, staff] can validate students in an academic or interpersonal way. Even the most non-traditional students can be transformed into powerful learners through in- and out-of-class academic or interpersonal validation. Dr. Laura Rendon, 1994
There are ten Black and Latino kids who are poor who begin first grade every year in this country. Five will finish high school. Two will go to college. One will enroll in a private college. YOU ARE THE ONE!! Brian Stanley, Director of the Office of Black Student Programs, Saint Mary’s College of California
