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Academic Advising: One of the most impactful experiences for students

Academic Advising: One of the most impactful experiences for students. How would you describe your experience?. Academic Advising 1.7 General Catalog.

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Academic Advising: One of the most impactful experiences for students

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  1. Academic Advising: One of the most impactful experiences for students How would you describe your experience?

  2. Academic Advising 1.7 General Catalog • Academic advising is a relationship with mutual responsibilities between an adviser and student advisee, for timely consultation, sharing of accurate and complete information, careful listening, critical evaluation, and respectful interchange. Academic advising can be facilitated by a professional staff person or a faculty member.

  3. Foundations of Advising • What’s your favorite theory? psychology – counseling – education student personnel- career development • Academic advising: A Comprehensive Handbook,Gordon, V.N., Habley, W.R., & Grites, T.J. (Eds.) (2008)(2nd ed.) San Francisco: Jossey-Bass. (A publication of the National Academic Advising Association)

  4. Theoretical Foundations • Developmental Advising: A Holistic Approach • a systematic process based on a close student-advisor relationship intended to aid students in achieving educational, career, and personal goals through the utilization of the full range of institutional and community resources. It both stimulates and supports students in their quest for an enriched quality of life.

  5. Developmental Advising • A purposeful student-centered process that acknowledges the individuality of students • Takes students where they’re at and helps them move toward self-awareness • Helps students create and integrate academic, career and life goals • Connects curricular and co-curricular aspects of the educational experience • Provides opportunities to practice decision-making and problem-solving in an atmosphere of shared responsibility

  6. Student Development Theories • Perry – Cognitive Development • Sanford – Challenge and Support Sanford, N. (2006) Self and Society: Social Changes and Individual Development

  7. Case Study • While you are tracking probation students after fall grades are posted, you notice the following grades for one of your new first year advisees: • CUM GPA 1.75 • CO150: C • PSYCH100: D • SPCM100: B • CHEM103: F • During Preview last summer you learned that Patrick is from a rural community and graduated with a class of 30 students. He had average grades and ACT scores, and was very involved with sports, student government and theatre. When you met with him in October, he told you that everything was fine and you have not met with him, or heard from him since.

  8. Continued • With a 1.75 GPA, you will want to speak with Patrick about his situation before advising for fall registration. You contact him, but he procrastinates until close to his registration time. When he comes in for his appointment he seems a little confused about why you want to have a conversation with him, since everything is going fine this semester. He is considering a psychology major and has not yet passed the MPE. And, by the way, he tells you he just got in trouble in the Residence Halls. • What issues need to be addressed? • What questions would you ask? • How would you assist the student in becoming more academically successful?

  9. Today’s Students: What Do They Want and Get in Academic Advising? Janine M. Allen Professor of Education Portland State University Cathleen L. Smith Professor Emerita of Psychology, Portland State University

  10. Multi Institutional Study • 15,952 students from the 6 institutions • Private 1 (n=437) • Private 2 ( n=1,599) • CommColl (n=6,011) • Public liberal arts (n=1,495) • Public research (n=3,664) • Urban (n=2,746)

  11. Results: Within-Subjects ANOVAs of Importance RatingsN=14,3311 = not important 6 = very important

  12. Results: Within-Subjects ANOVAs of Satisfaction RatingsN=12,4121 = not satisfied 6 = very satisfied

  13. Other Study FindingsUnder-represented students are more satisfied with advisingNew students are more satisfied than continuing students

  14. Effective Academic Advising Talent development Advising contact is meaningful interaction Student Success is a campus approach Institution is always working toward improvement Students map out path to success

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