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Why Advising Matters

Why Advising Matters

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Why Advising Matters

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  1. Why Advising Matters Pat Jordan September 16, 2009

  2. Abernathy & Engelland (2001) “Academic advising, in concert with other school resources, serves to provide the primary guidance and direction a student needs to successfully navigate through the college course selection and registration processes” (p. 97) BOY, DID THAT MAKE ME ANGRY!

  3. AND THEN I READ ON… • “College study places much greater demands on students than grade school or high school study, and the appropriate selection of which classes to take can be a critical determinant of a student’s success in meeting those increased demands.” (p. 97) • How do we help them make those choices? WE ADVISE!!!

  4. AND ON . . . • “College is more academically demanding than prior scholastic activities in many ways (e.g., more independent study, outside of class assignments and preparation, and an extended commitment and persistence toward pursuing academic achievement). HOWEVER, less direction, guidance, and structure is provided.”

  5. A little more . . . • “Effective academic advising can become a key component in alleviating the stresses associated with both the course selection and registration processes as well as other higher educational tasks (or exercises), especially for first-year students who are unfamiliar with such procedures.” • How do we help them? WE ADVISE!!!

  6. Just what IS advising? • “. . . the only structured activity on the campus in which all students have the opportunity for one-to-one interaction with a concerned representative of the institution” (Habley, 1981). • “. . . interactive partnership aimed at enhancing the student’s self-awareness and fulfillment” (O’Banion, 1972)

  7. Just what IS advising? • “. . . the very core of successful institutional efforts to educate and retain students (Nutt, 2003). • “. . . a teaching/learning process that supports developing students’ ability to comprehend and evaluate their behaviors and their interactions with the educational environment (Crookston, 1972; O’Banion, 1972)

  8. Just what IS advising? • “. . . The fundamental purpose of academic advising is to help students become effective agents for their own lifelong learning and personal development” (Chickering, 1994) • “. . . integral to fulfilling the teaching and learning mission of higher education” (NACADA).

  9. On to the topic of the day. . . • Why Advising Matters • Student growth and development • Relationships • Grades • Retention (graduation rates and federal funding) • Campus link • Future Success (alumni donations and job security)

  10. Advisors Really . . . • Teach students to appreciate and consider lifelong learning (we keep learning each day!) • Teach students how to • Explore alternatives • Apply decision making strategies • Accept responsibility for their decisions • Deal with consequences of their actions • Help students understand the difference between expectations and realities (I want to be an Accounting major but I’m not good at applying math concepts)

  11. Advisors Really • Teach Students • To set priorities and evaluate events • To balance individual lives and lifestyles to accomplish goals • The value, intended effect, and desired outcomes of higher learning in general • Traditions within higher education • To put the college experience into a broader perspective

  12. Advisors Really • Help students understand policies and how they support learning • Refer students across campus • Encourage co-curricular activities • Teach relationship building and community behavior • Show students respect and caring

  13. Advisors Really • Calm the fears of parents • Help students transition from student to good global citizen • Help connect academic, career, and life goals

  14. Source: http://www.nacada.ksu.edu/Clearinghouse/advisingIssues/Core-Values.htm

  15. References EMAIL ME IF YOU WOULD LIKE A COPY OF THE REFERENCES pat.jordan@wku.edu