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Faculty Academic Advising:  Affirming the Role of Faculty Advisors

Faculty Academic Advising:  Affirming the Role of Faculty Advisors. Dr. Wes Habley Tom Brown.

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Faculty Academic Advising:  Affirming the Role of Faculty Advisors

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  1. Faculty Academic Advising:  Affirming the Role of Faculty Advisors Dr. Wes Habley Tom Brown

  2. “If a boy has enough intelligence he should consider studying for the ministry, unless when he goes to the university he is given to carousing, drinking, and wenching, in which case he ought to consider law.”J. Collyer 1761

  3. Topics for Today’s Webinar • Key events in faculty advising • Factors that shape faculty role in advising • Potential of faculty advising • What do faculty say about advising? • What do students say about faculty advising? • Importance of an advising mission statement • Organizational models for advising

  4. Key Events in Faculty Advising 1862 - Morrill Act establishes land grant colleges 1876 - Johns Hopkins establishes first formal system of faculty advisors 1888 - Harvard initiates program of faculty advisors for freshmen 1899 - Johns Hopkins University President appoints first "chief of faculty advisors” (continued)

  5. Key Events in Faculty Advising(cont.) 1901 - University of Illinois appoints first Dean of Men to handle disciplinary duties, extra-curricular activities, and to resolve academic problems 1920 - Harvard and Johns Hopkins report the use of counselors to supplement the work of faculty advisors 1950s - dramatic influx of students due to the GI Bill 1960s – Civil rights movements brings increasing numbers of historically under-represented minority, women, and low SES students to college 1979 – National Academic Advising Association (NACADA) chartered

  6. Factors Which Shaped Faculty Role in Advising • Diversity of institutional types • Diversity of students • Evolution of the curriculum • Changing expectations for faculty performance

  7. Potential of Faculty Advising • Frequent faculty-student contact in and out of the classroom is the most important factor in student motivation and involvement. (Chickering and Gamson) • Frequent interaction with faculty related more strongly to satisfaction than any other type of involvement or characteristic of the student or the institution. (Astin) • Students who leave college are less likely to have had quality interaction with faculty. (Flannelly and Sanford) • Quality interaction with faculty the single strongest predictor of success for at-risk minority students (Levin & Levin) (continued)

  8. Potential of Faculty Advising (cont.) • Academic advising is the only structured activity on the campus where every student has the opportunity to develop an on-going, one-to-one relationship with a concerned representative of the institution. (Habley) • Academic advising involves intellectual matters, the most important area of concern raised by students. (Frost) • The quality of academic advising is the single most powerful predictor of satisfaction with the campus environment. (Kuh)

  9. Potential of Faculty Advising (cont.) • Good advising may be the single most underestimated characteristic of a successful college experience (Light) • Advising, rather than an extension of the educator’s role is integral to it. It is teaching which stretches beyond instruction (Berdahl) • For community college students, frequent interaction with faculty and advisers outside of class had a positive impact on preventing students from dropping out. (Regina Deil Amen)

  10. Research has shown that advising improves student retention rates through the establishment of relationships with faculty or staff members who help students to clarify their academic and career goals.Noel Levitz 2006

  11. There is a relationship between advising and retention.(n=1594)Agree/strongly agree 86% Disagree 4%Brown Survey, 2001-2009 Faculty see a relationship between advising and retention

  12. Why do students leave college? Isolation Inability to connect with significant members of the campus community….

  13. The more interaction students have with faculty and staff, the more likely they are to learn effectively and persist toward achievement of their educational goals. Community College Survey of Student Engagementhttp://www.ccsse.org/survey/bench_sfi.cfm

  14. Why do students leave college? Incongruence What I experienced is not what I expected.

  15. Academic advisors can mediate the gap between student experiences and their expectations. Habley

  16. Community college students frequently described occasions when they considered dropping out of college. Asked why they persisted they typically referred to a strong early connection to someone at the college. Very often they even offered that person’s name.Kay McClenney, 2011

  17. Most faculty report having had little or no training or other preparation prior to beginning their work in advising…. What do Faculty say about advising?

  18. Faculty members are left to sink or swim when it comes to effective student advising—they are blamed for something they lack the professional training to do.Dr. Yolanda Moses, President, AAHEFaculty Advising Examined, 2003

  19. When I first began to advise, I had adequate preparation and training. (n=1570) Strongly agree/agree 30% Disagree/strongly disagree 53%Brown Survey, 2001-2009

  20. The majority of institutions do not require advisor development programs. Those that do, offer programs at the beginning of the Fall term for one day or less. Sixth National Survey on Academic Advising

  21. Some insights into faculty perceptions of advising and their advisees

  22. There is a relationship between advising and retention. (n=1594)Agree/strongly agree 86%Disagree 4%Brown Survey, 2001-2009

  23. Relationship between advising and retention? More faculty members need to know this…. Brown Survey, 2001-2009

  24. Even if there are no conventional rewards for conscientious performance, faculty members can be motivated if the issues are significant, and they can feel they are making a contribution.Universities in the Marketplace, Derek Bok, 2003

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

  26. Integration of LearningDo Students recognize the value of general education requirements? (n=1555)Strongly agree/agree 21%Disagree/strongly disagree 52%Brown Survey, 2001-2009

  27. Making the Most of CollegeThe faculty members students identify as having had a powerful influence on their thinking and on their lives are those who helped them make connections between the curriculum and their personal lives, values, and experiences.Richard Light, Making the Most of College, 2001

  28. Students usually have a realistic understanding about the demands of academic work and what is required to be successful in their classes. (n = 1587)Strongly agree/agree 13%Disagree/strongly disagree 69%Brown Survey,2001-2009

  29. Students usually have a realistic understanding of careers and how to prepare for them. (n=1574)Agree/strongly agree 58%Disagree 17%Brown Survey, 2001-2009

  30. Advising is more meaningful when treated as a teaching process rather than a product.Susan Frost, Academic Advising for Student Success: System of Shared Responsibility

  31. Teaching and advising need to be part of a seamless process, sharing the same intellectual sphere, informed by a relatively consistent educational philosophy.Robert M. Berdahl, Historian and President University of California, Berkeley Teaching Through Academic Advising: A Faculty Perspective, 1995

  32. What do students say about advising?Next to the quality of instruction, academic advising is consistently the next most important area of the college experience to students. National Student Satisfaction Report Noel Levitz 2006

  33. Career & Private Institutions2011 (Noel-Levitz) Instructional effectiveness (6.29) Concern for the individual (6.25) Academic advising (6.24) Admissions and financial aid (6.24) Student centeredness (6.23) Campus climate (6.21) Registration effectiveness (6.18) Service Excellence (6.12) Academic Services (6.05) Safety & Security (6.02)

  34. Community College Student Priorities 2011 (Noel-Levitz) Instructional effectiveness 6.21 Registration effectiveness 6.19 Academic Advising/Counseling 6.17 Concern for the individual 6.11 Academic services 6.08 Admissions and financial aid 6.08 Safety and security 6.05 Student centeredness 6.01 Campus climate 6.01 Service excellence 5.99 Campus Support Services 5.50

  35. Four-year Private Institutions2011 (Noel-Levitz) Instructional effectiveness (6.36) Academic advising (6.33) Student centeredness (6.21) Recruitment and financial aid (6.21) Registration effectiveness (6.20) Safety and security (6.19) Concern for the individual (6.18) Campus climate (6.18) Campus support services (6.06)

  36. Four-year Public Institutions2011(Noel-Levitz) Academic advising (6.38) Instructional effectiveness (6.37) Safety and security (6.32) Registration effectiveness (6.25) Recruitment and financial aid (6.21) Concern for the individual (6.17) Campus climate (6.16) Student centeredness (6.14) Campus support services (6.10)

  37. What do students say about faculty advising? 1. Sample based on 44,867 students from 70 colleges in 32 states that administered the survey between August 1, 2005 andJuly 31, 2010 . User norms--not representative norms 3.1,769 records were deleted to guarantee that no single institution would be overrepresented 4. Surveys were administered in different ways, to different groups of students 5. Faculty advisors represented an N of 25,937

  38. Advising Needs (18 items) Part A: • Have not discussed, and do not need to • Have not discussed, but should have • Have discussed • Satisfied with Advisor's Assistance • Very Satisfied (5) • Satisfied (4) • Neutral (3) • Dissatisfied (2) • Very Dissatisfied (1) Part B: (completed by those who checked "have discussed" in Part A)

  39. Have not discussed, no need • Items where the highestpercentage of students selected this response were: • Withdrawing/Transferring (68.2%) • Dealing with personal problems (67.1%) • Obtaining employment on campus (63.1%) • Obtaining remedial/tutorial assistance (61.9%) • And lowest percentage of students: • Scheduling/Registration procedures (8.8%) • Meeting graduation requirements (17.9%) • Dropping/Adding courses (30.5%)

  40. Have not discussed, but should have: Items where the highestpercentage of students selected this response were: • Finding a job after college/job placement (30.9%) • Continuing my education after graduation (25.1%) • Identifying career areas which fit my skills, abilities, and interests (24.5%) • Matching my learning style to courses and instructors (23.0%) • Obtaining course credit through non-traditional means (20.6%) • Clarifying my life/career goals (19.5%)

  41. Have discussed: Items where thelowestpercentage of students selected this response were: • Withdrawing/transferring from thisinstitution (14.6%) • Obtaining employment on campus (15.0%) • Obtaining remedial/tutorial assistance (18.6%) • Dealing with personal problems (18.1%) • Finding a job after college/job placement (19.2%)

  42. Have discussed: Items where thehighestpercentage of students selected this response were: • Scheduling/registration procedures (75.6%) • My academic progress (61.8%) • Meeting requirements for graduation, student teaching, certification, etc. (56.3%) • Dropping/adding courses (53.8%)

  43. Student Ratings on Topics Discussed with Faculty Advisors • Mean ratings for all 18 needs were at or above 4.0 (satisfactory) • Mean for all 18 items was 4.18 • Highest Levels of satisfaction: • Dealing with personal problems (4.33) • Identifying career areas (4.26) • Matching learning style to courses (4.25) • Clarifying my life/career goals (4.23)

  44. Impressions of Your Advisor(36 items) • Advisors traits and characteristics • Rating scale: • Strongly agree (5) • Agree (4) • Neutral (3) • Disagree (2) • Strongly disagree (1)

  45. Items with the lowest mean agreement ratings were: • Takes the initiative in arranging meetings with me (3.44) • Encourages my involvement in extracurricular activities (3.52) • Encourages me to talk about myself and my college experiences (3.58) • Helps me explore careers in my field of interest (3.60) • Anticipates my needs (3.68)

  46. Items with the highest mean agreement ratings were: • Respects my right to make my own decisions (4.23) • Keeps personal information confidential (4.22) • Is a good listener (4.18) • Is approachable and easy to talk to (4.17) • Has a sense of humor (4.16) • Respects my opinions and feelings (4.15) • Provides a caring and open atmosphere (4.11)

  47. Summary of Student Opinions of Faculty Advisors 1. Faculty advisors would do well in focusing on those advising needs with the highest percentages of students responding "have not discussed, but should have." 2. Faculty advisors are satisfactorily meeting student needs. 3. Students have favorable impressions of the traits and characteristics of their faculty advisors.

  48. IF practices which support faculty advising are far from exemplary, YET student satisfaction with and impressions of their faculty advisors are moderately favorable, THEN what impact would faculty advising have on students and institutions if practices were enhanced?

  49. Recommendations for Faculty Advisors Develop strategies which: • Increase student contact with faculty advisors • Involve more faculty advisors in comprehensive training • Assess the effectiveness of faculty advisors • Reward exemplary performance by faculty advisors (continued)

  50. Recommendations for Faculty Advisors(cont.) Encourage faculty advisors to: • Become more active in outreach to students • Become better at anticipating student issues and concerns • Seek ways to personalize the advising relationship with each advisee • Help students connect with all facets of the campus community • Help students explore the external contexts related to their college experiences

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