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  1. Advice That Matters: What Do Students Hear and Remember? …and transformation, too!!

  2. 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

  3. [In] successful first-year programs advising occurs in scheduled sessions and also in hallways, over coffee, or on casual walks across campus... Ernest Boyer, 1987

  4. 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

  5. Quality interaction with faculty seems to be more important that any other single college factor in determining minority student persistence.Levin and Levin University of Wisconsin 1991

  6. 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

  7. 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

  8. Good advising may be the single most underestimated characteristic of a successful college experience. Richard Light, 2001 Making the Most of College

  9. Advice That Mattered: What Did Students Hear and Remember?

  10. You have to be able to create a compelling scorecard to demonstrate that what you are doing is making a difference.Robert Reich, Fast Company, October 2000

  11. 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?

  12. 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

  13. 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

  14. Go confidently in the direction of your dreams and live the life you have imagined for yourself. Thoreau

  15. Ann Lynch’s Moving In, Moving Through, and Moving On provides a conceptual framework for academic advising.Arthur Chickering. George Mason University Empowering Lifelong DevelopmentNACADA Journal, Fall 1994

  16. Students need support as they make three critical transitions: Moving into college Moving through college Moving on from college

  17. My own perspectives and experiencesMoving In: Freshman and Transfer Orientation Keynote Presenter 1974-1998 Moving Through: Academic Advisor 1971-present; Dean of Advising Services 1977-1998 Moving On: 1998 Commencement Speaker

  18. The Right Words at the Right Time.Marlo Thomas

  19. 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

  20. Adult students often “recycle” through developmental issues faced by younger students. Chickering and Reisser, 1993

  21. To learn what works best for students, we should ask them.Richard Light, 2001.

  22. Moving In:Reflections on twenty-four Monday mornings in September(and many Friday afternoons before)

  23. Moving In Making transitions Developing motivation for learning Commitment to enroll through orientation

  24. Helping students move into college effectively is far and away the most important responsibility for academic advisors. Arthur Chickering, 1994

  25. Ask entering students what they fear most about going to college and they will probably say dropping out. Lee Upcraft Orienting Students to College. 1984.

  26. 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

  27. 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

  28. What they rememberedIt’s OK to be afraid…. Without fear, there can be no courage, and it will take courage to do what you have to do. Mary V. Class of 2001

  29. 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.

  30. What they rememberedFailure is a part of learning Falling down is not failing, as long as you keep getting back up, and keep getting back up, and keep getting back up….

  31. Many non-traditional students want their doubts erased about their being capable of learningThis is especially true for first generation students, Hispanic and African American students Laura Rendon, 1994

  32. “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

  33. What they remembered It’s not your APTITUDE It’s your ATTITUDE That determines the ALTITUDE you will achieve. Numerous respondents

  34. Hope is a better predictor of first semester college grades than SAT scores. University of Kansas HOPE… believing you have the will and the way to accomplish your goals, whatever they may be.

  35. 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.

  36. 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

  37. 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.

  38. 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

  39. 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

  40. 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

  41. 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

  42. 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

  43. I think this worked for me because it challenged me to think differently about my experience. I was special (10 Black kids).… Brian Stanley

  44. I felt special because I really thought back on all of the people who I went to school with, and I am the “one” that made it…. Demitri T. 2000 Entering First -year

  45. What they remembered If you don’t know where you’re going, you might end up somewhere else.Patrick Diaz, Corporate Recruiter

  46. The secret of success…. Everyday, make a list of the things you have to do, Then do them. JUST DO IT!!

  47. $100 a class!! The thing that always stood out most for me was the $100 a class... Amy Bell Lasallian Volunteer/Teacher Sri Lanka

  48. COST OF ATTENDANCE(Financial aid budget for tuition, room board/commuting, books, etc.)+FOREGONE EARNINGS(money NOT earned because of college attendanceTOTAL COST OF ATTENDANCETOTAL NUMBER OF CLASSES PER YEAR